> AND ^ FURTHER

EDUCATION IN

QUEENSLAND A HISTORY 1860-1990

Eddie Clarke

FURTHER EDUCATION

IN QUEENSLAND

A HISTORY 1860-1990

Historical Perspectives on Contemporary Issues

in Queensland Education No 7

Eddie Clarke

Department ofEducation, Queensland and

Bureau of Employment, Vocational and Further Education and Training, Queensland

1992

Historical Perspectives on Contemporary Issues in Queensland Education This series of reports provides historical perspectives intended to contribute to an objective understanding of current issues in Queensland education The analysis and interpretations in each monograph belong to the author, and do not necessarily represent the views of the Department of Education

Titles published Corporal Punishment in Queensland State Schools (no 1, 1980) Sex Education in Queensland A History of the Debate 1900-1980 (no 2, 1980) Female Teachers in Queensland State Schools A History, 1860-1983 {no 3, 1985) Assessment m Queensland Secondary Schools Tivo Decades of Change, 1964-1983 (no 4, 1987) Education Regions in Queensland Towards a Philosophy and Practice, 1937-1988 {no 5, 1988) Sex Education in Queensland A History of the Debate Since 1900 (no 6, 1991)

Titles in preparation A History of Drug and Alcohol Education in Queensland, 1880- 1990 Parents and the Community in Queensland State Education, 1860-1990

Monographs on the History of Education in Queensland is a series also published by the Department of Education This series examines significant aspects of Queensland's educational history

Tides published A Centenary History of Home Economics Education in Queensland 1881- 1981 (no 1, 1981) State Education in Queensland A Brief History (no 2, 1984)

Further information on either series may be obtained from the Educational History Unit, Department of Education, PO Box 33, Brisbane North Quay, Q4002, tel (07) 237 0709, 237 0757

Acknowledgments

Department of Education Keith Cordwell, when Senior Education Officer, Pro­motions and Investigations Branch, Division of TAFE, recommended that this history should be written Dr Norm Pyle, former Deputy Director (Planning and Development) Division of TAFE, and Greg Logan, Manager, Educational History Unit, Department of Education, helped to keep the project on track

Bureau of Employment, Vocational and Further Education and Training Ian McGaw, Executive Director, and Ron Dunghson, Acting Executive Director, Human Resources, Finance and Administration, were very supportive of the project Brian McKeenng, South Brisbane College of TAFE, collected reminiscences and illustrative material

Past and present officers of T A F E and B E V F E T Numerous officers willingly gave their time to provide reminiscences and illustrative material which proved very useful

For permission to reproduce photographs and other illustrations, thanks are due to the Department's Educational History Unit, the Bureau of Employment, Vocational and Further Education and Training, John Oxley Library, the Daily Sun, and to Colin Marsh and Dudley Eghnton

Prepared for publication by officers of Publishing Services, edited by Rex Marshall-Radchffe and designed by Barbara Hutley

National Library of Australia Cataloguing m-Publication Data Clarke, Eddie, 1931-

Technical and further education in Queensland a history 1860-1990

Bibliography ISBN 0 7242 47211

1 Adult education — Queensland — History 2 Technical education — Queensland — History I Queensland Dept of Education I I Queensland Bureau of Employment, Vocational and Further Education and Training I I I Title (Series Historical perspectives on contemporary issues in Queensland education, no 7)

374 9943

Published by Publishing Services for the Educational History Unit, Department of Education, Queensland, and for thc Bureau of Employment, Vocational and Further Education and Training Queensland

© Department of Education, Queensland 1992

V R Ward, Government Pnnter Queensland—1992 136535

Foreword

This history documents the evolving role and contribu­tion of technical and further education in Queensland From its foundation in classes to teach young mechanics and tradespeople the useful arts and sciences, to its current provision of courses that meet the employment and personal needs of many thousands of Queens-landers, technical and further education has been possibly the most dynamic of our educational systems

Changes in society and particularly in the educa­tional expectations of the community are documented in this study, which also identifies the major forces for change and traces the problems and solutions which have emerged

Eddie Clarke is to be congratulated for his scholar­ship Our gratitude is also extended to the many educators and members of the community who con­tributed What has emerged is an important set of references about the organisation most widely known in the community as 'TAFE'

R H WALLACE, A M

Former Managing Director Bureau of Employment, Vocational and Further Educa­tion and Training, Queensland June 1992

Contents

Acknowledgments 11 Foreword in Introduction 1

1 Early developments, 1860-1900 3 Colonial background 3 Origins of technical education 4 Adaptation to the society, 1882-1900 9

2 The Government takes control, 1901-1918 19 Influences on technical education 19 Closer government supervision of the subsidy,

1901-1902 20 Board of Technical Education, 1902-1905 —

a government expediency 20 The Department grasps the netde, 1905-1918 26

3 Gradual expansion, 1919-1943 40 Economic and political developments 40 Morris's aims 40 Consolidation of a bureaucratic

administration 41 Finding the teachers 42 Developing a network of technical

education 43 Courses 44 Research 50 Commonwealth involvement 50 Students 51

4 The Cinderella image, 1944-1973 53 Political and economic changes and social

attitudes 53

Administration 54 Staff — efforts to upgrade 56 Provision of technical education 56 Courses 60 Students 65

5 New concepts — T A F E , 1974-1987 66 Economic changes 66 Important developments 66 Administration 68 A professional staff 69 Expansion once more 70 Courses 72 Students 76

6 A time of constant change, 1987-1990 77 Queensland society 77 Head Office administration 77 College administration 83 Courses 84

Conclusion 85

Appendixes 1 Technical and further education in Queensland

A chronology 86 2 College opening and closing dates 86 3 Technical education syllabus, 1919 87 4 Technical education courses, 1960 88 5 Head Office staff, 1987 90

References 92

Introduction

This history has been prepared in chronological sequence, with each of the six chapters treating signifi­cant events in the administration and organisation of technical and further education in Queensland (A chronology of these events appears as Appendix 1)

Technical and further education, like any other form of education, has been shaped by the society from which it emerges Accordingly, each chapter is introduced by a brief analysis of those aspects of Queensland society that were relevant at the time to its development In each chapter, the relationship between many of these aspects and technical and further education is spelt out

Each chapter, wherever possible, deals with such specific topics as aims of technical and further educa­tion, administration, staffing, finance and courses available, in an attempt to trace the development withm these areas over the years

As well, the history endeavours to describe significant conflicts, not only internal conflicts but ones involving other institutions This description and, where possible, identification of forces for change help to explain the directions taken by Queensland technical and further education from 1860 onwards

1

5 New concepts — TAFE

1974-1987

Economic changes

Since the early 1970s, Queensland economic growth has increased more than the Australian average, with the mining and tertiary sectors growing in importance in relation to the rural sectors The major developments have taken place in mining, the tourist industry and ser­vicing the needs of an increase in migrants to the State1

A boom in the Queensland economy in 1974 was followed by a downturn the following year The most marked economic trend during the remainder of the 1970s was stagflation — a high inflation rate accom­panied by a high unemployment rate At the same time the participation of females in the work force increased steadily While the inflation rate and the unemployment rate dropped during the 1980s, punctuated by a reces­sion in 1982, the unemployment rate remained at a level that would have been regarded as unacceptable in past years This unemployment considerably affected school-leavers Coexisting with this higher level of unemployment was a shortage in some fields of highly skilled blue-collar workers needed by changing tech­nology2 Commenting on this trend in 1980, Bruce Watson, Managing Director of M I M Holdings, claimed that the shortage of skilled tradesmen and technicians threatened the development of Australia's resource-based industries In the same year, Maxwell Newton commented that the acute shortage of skilled workers was responsible for a rise in migration to the State 3 During the years 1984 to 1988, the employment rate in Queensland rose 16 6 per cent in total compared with 15 per cent for the rest of Australia 4

Important developments

Commonwealth ini t iat ives

By the 1960s, the Technical Teachers' Association of Australia (TTAA) had emerged as a major lobby group for technical education in Australia, as well as in Queensland From 1964 to 1971, the TTAA had been unsuccessful in attempts to persuade the Common­wealth Government to conduct an inquiry into technical education In 1972 the TTAA National Conference

again resolved that the Commonwealth Government should hold an inquiry When TTAA representatives on 31 January 1973 discussed this resolution with the Com monwealth Minister for Education, K i m Beazley, they were jubilant when he stated that he would implement the resolution Beazley appointed the Australian Com mittee on Technical and Further Education (ACOTAFE) in 1973 to report to the Commonwealth Government on technical and further education The Chairman of the Committee was Myer Kangan 5

The Kangan Report of 1974 marked an important turning point in the development of technical and further education, or TAFE, as it became known 6 The report provided a blueprint that guided many developments in TAFE to the end of the 1980s The predominant thrust of the report was that TAFE's major function was to provide each person with education to meet freely chosen vocational needs, and not solely to supply skilled labour for industry and commerce It also called upon the TAFE system to provide individual development and create better citizens

The main purpose of education is the betterment of individual people and their contribution to the good of the community Technical and Further Education should be planned accordingly Emphasis on the needs of the individual should lead to easier access to learn mg, to better physical conditions for learning, to suitable student and teacher amenities, to welfare activities, and to the highest standard of health and safety in workshops and laboratories

The emphasis in Technical College-type institutions should be primarily on the needs of the individual for vocationally orientated education, and the manpower needs of industry should be seen as the context of courses 7

In 1975, ACOTAFE, with Professor Edward Richardson as Chairman, produced a further report", which developed the earlier Kangan Report an included a comprehensive financial program f ° r

Commonwealth Government In the same year, Commonwealth Government established the Common wealth Technical and Further Education Commission, and used this organisation to channel financial SUPP?. to Queensland for TAFE In 1977 the Commonwea Government combined the three organisations re tively responsible for universities, CAEs, and T-A

66

a Tertiary Education Commission, which then became responsible for providing grants to Queensland for capital and recurrent expenditure on TAFE, especially for identified special needs The State remained the responsible body and supplied the bulk of the necessary recurrent funds, but where the Commonwealth iden­tified special needs these were supported by Common­wealth funding 9

This Commonwealth funding had a dramatic effect in improving the provision of technical and further education in Queensland Much of the funding was directed towards special projects designed to implement the Kangan Report Through this form of funding, the Commonwealth Government dominated the formation of policies However, the Commonwealth Government did not attempt to fully finance TAFE, nor did it create an elaborate administrative system parallel to the State systems10

In 1981 the TAFE National Centre for Research and Development was established m Adelaide as a limited liability company This was a national organisation with the State, Territory and Commonwealth Ministers responsible for TAFE as the company directors The centre encouraged research and development projects of national significance to TAFE, including those related to the curriculum Projects in which Queensland TAFE officers participated included the National Core Cur­riculum projects11 The centre also established the National TAFE Clearinghouse, which provided infor­mation on published documents on TAFE in Australia

In 1986 the Australian Council of Tertiary Awards (ACTA) began the national registration of approved and accredited TAFE courses In the following year, ACTA established the following system of TAFE awards a Statement of Attainment, a Certificate, an Advanced Certificate, an Associate Diploma, a Diploma, and, for those courses above certificate level, an Endorsement or a Statement of Attainment This system provided Australia wide recognition for many courses ACTA then became responsible for the maintenance of a program of national registration of all tertiary awards, including those of TAFE It was also responsible for the promotion of consistency throughout Australia in the nomenclature used for tertiary awards, for the standards of courses leading to them, and for encouraging the development of consistent relation­ships between courses and their awards The Queensland Division of TAFE made the necessary changes to conform to this national system12 (see Figure 3)

Developments at the State level

To receive Commonwealth funds for TAFE, Queensland was required to present a submission to ACOTAFE In 1974 the Technical Education Branch forwarded a submission through the Director-General of Education which pointed out the heavy burdens placed on branch administration and resources, when educational, budding, equipment and staff resources were transferred to the autonomous QITs While

Figure 3 T A F E awards

The type of course award appropriate to each classification by Stream is as follows

Course Stream 1000 leads to the award of

Streams 2100, 2200, 3100, 3200 lead to the award of

Course Stream 3300 leads to the award of

Course Streams 3400N

and 3500 lead to the award of /

Course Stream 3600 leads to the award of

Course Stream 4000 leads to

A Statement of Attainment

A Certificate

An Advanced Certificate

An Associate Diploma

A Diploma

An Endorsement or A Statement of Attainment

The classification of TAFE Course Streams is as follows

Stream 1000 Courses for recreation leisure and personal enrichment

Stream 2000 Courses for entry into employment or further education 2100 Basic education and basic employment skills 2200 Education preparation

Stream 3000 Initial vocational courses 3100 Operatives 3200 Skilled 3210 Courses for recognised trades 3220 Other skills courses 3300 Trade technician/trade supervisory or equivalent 3400 Paraprofessional/technician 3500 Paraprofessional/higher technician 3600 Professional

Stream 4000 Courses subsequent to an initial vocational course 4100 At an operative level 4200 At a skilled level 4300 At a trade technician/trade supervisory or equivalent

level 4400 At a paraprofessional/technician level 4500 At a paraprofessional/higher technician level or higher

Source TAFE in Australia Australian Conference of TAFE Directors, 1987, pp 8-9

67

acknowledging the contribution ol Commonwealth and State funds to building needs, the submission outlined many problems the pooi condition of equipment the inadequate libiancs and lcsouice matenals the lack of canteens and lccieational facilities thc financial pioblems ol acquuing land necessaiv foi fuithei development and the limitations imposed b\ the State Department ot VVoiks which insisted on technical col lege buildings and facilities confoiming to standaids applied to pnmaiy and secondary schools Tht submis sion postulated a basic aim ol piov iding a hbei al as well as a vocational education It also stated that, while the Technical Education Branch would concentrate its elforts in those areas left unclaimed by university and advanced education programs, it would not hesitate to provide any couise lor which a proven demand existed The submission also outlined a proposed scheme of development and advocated an amalgamation of technical and adult education 1 3

In a draft copy of a submission to ACOTAFE prepared in 1975, the Kangan Repoit philosophy was embiaced in the following terms

The educational objectives of technical and fuithei education in Queensland have not been modified since the fust submission to tht ACOTAFE was made in 1973 These objectives may be itstated as thc devtlop mem and maintenance of a vital and stimulating educational program which would not only bridge the gap between the secondary schooling and the voca nonal compettnee of the individuals but uould also help to develop tultuial social and political amibutcs

' of auaieness in then fives

The draft submission also envisaged the amalgama tion of the Technical Education Branch, Adult Educa tion and the pastoral colleges under the broad umbrella of Technical and Further Education, which would become the responsibility of a Board of Technical and Further Education 1 4

Initially, the Department of Education experienced difficulties in making use of Commonwealth funding Firstly, the public service was inhibited by a long period of financial austerity in this area Secondly, the Technical Education Branch lacked the management structure needed to handle the expenditure of a sudden large financial inflow Furthermore, the planning stage of a major capital .woiks project involved a period ol time of up to two years before construction could take place In addition, the Queensland Government was very hesitant to undertake Commonwealth-funded pro grams where it appeared that continued Common wealth funding could not be guaranteed 1 5 Such funding tied to special piojects was also unpopular with State "ducation authorities because thev weie deprived of flexibilitv to develop piogiams that thev believed weie more relevant to then needs than those specified in thc giants 1 6

A State pailiamentaiv initiative in 1978 the Select Committee of Inqunv into Education examined technical and furihei education and lecommcnded in its Ahern Report that a separate Ministry for Post secondary Education be established with its own Minister and Duectot Geneial The majoi iespon

sibilities of this new ministry would be the Directorate of Technical Education the rural training schools, and appienticeship naming The committee also lecom mended that an adv ISOI v council should be instituted to advise the Minister foi Post-secondaiv Education' Manv other lecommendations weie influenced bv the Kangan Repoit such as access to couists iccuiient education community pai ticipation in decision making accountability to the communitv and the individual and tht piovision ot multi campus com munity colleges18 The Govei nment ignored some of the recommendations, and was slow to implement otheis

By 1978, influenced by thc high unemployment late the Commonwealth was providing direct funding foi vocational education programs in TAFE colleges to enhance the employment prospects of those, especially school leavers who otherwise would have swelled the ranks of the unemployed , q

Kangan was critical of the use of funding lor this pui pose In an influential paper presented in 1980 'Kangan seven years on', he asserted that the TAFE sector was not the passive servant of industry and com­merce and should not operate as an employment bureau He stated

It is the itiponsibiluv and the lolt ol laboui depait ments and employment bureaux to wonv about mm powei policv TAFE onl> we ikcns its educational independence il it chims to be part of tht manpowti politvofthc nation It is tompltmentai v and stands in a suppoi tmi> i clitionship or Iv

Kangan also believed that the Kangan concept of TAFE had succumbed to a poverty status that was too deeply embedded in the mentality of lederal politicians and the federal public service He also claimed that State politicians and public seivicc administrate s had failed to pi ess the TAFE case sufficiently with the Commonwealth '20

One cntical review of post Kangan developments in Queensland, undertaken in 1981, conceded the exist ence of the poverty status mentality but asserted that thc status of TAFE had risen considerably, and that TAFE was losing its Cinderella image This rev iew also claimed that there had been much progress in capital works, in curriculum services, in library lesourccs in counselling serv ices, in the level of public awareness ind in staff development, and that TAFE had adopted a new philosophy shaped to a Iaige extent by the Kangan Report TAFE officeis of the immediate post Kangan period perceived that TAFE was no longei the Cinderella of the Department' in fact thev detected that an element ol jealousv had emtiged towaids T\FE because of tht volume of funding it had itemed '

Administration

Head Office

In 1974 the Dnectoi ol Technical Education W ill ice had loui semoi officers in the Head Office to assist him two Staff Inspectors Phil Hack and Norm Pvlt an Inspectoi of Colleges A A Mackenzie, and a Pnncipal

b8

Education Officer, Mike Csurhes At this stage it was still a relatively unsophisticated organisation 2 2

As Director, Wallace was responsible for the massive reorganisation of technical education and the plotting of new directions in the following years To administer more effectively the increased resources and services fostered by Commonwealth funding, Wallace rapidly expanded the branch administrative structure An important feature of this growth was that TAFE branch developed a support system independent of the one that served all of the other branches of the Department of Education As a consequence, by the end of 1975, Wallace had twelve senior officers assisting him in the branch Head Office

In 1975 Pyle, assisted by Mackenzie and Csurhes, established the first management courses for officers in senior positions in technical colleges and Head Office to strengthen their administrative skills 2 3

On 1 January 1977, State Cabinet decided to imple­ment an earlier Departmental policy proposal that Technical Education and Adult Education should be integrated to form the Technical and Further Education Branch (renamed, in 1980, the Division of Technical and Further Education) While some officers of Adult Education were initially apprehensive of the changes, a more extensive career path in the larger integrated organisation gave them access to a larger number of higher positions 2 4

In June 1986, Wallace was appointed Special Adviser to the Director-General Peter Tait, Deputy Director (Educational Services), served as Acting Director until November 1986 when John Swan was appointed Direc­tor John Swan, BSc Tech (Ind Chem), prior to his appointment as Director, had been General Manager of Walker Limited and he brought with him extensive management skills At the end of 1987, Swan had twenty-three senior officers assisting him in the Division's Head Office (see Appendix 5)

The TAFE administration system was restructured several times between 1975 and 1987 By 1981 the Division of TAFE had evolved into a sophisticated system with the following seven major support groups

7XFE Cumculum Branch was responsible for the design and revision of all courses (except recreation courses) offered through colleges of TAFE in Queensland The branch worked closely with community groups, including employees and employers from industry and commerce, professional associations, industry training committees, Board of Advanced Education, students (past and present), other educational institutions, the Industry and Commerce Training Commission and other government departments

Resource Management Branch comprised a Buildings and Accommodation Section arid the Management Services Section responsible for forward financial and demographic planning investigations

Staffing and Services Branch comprised the Staff Recruit­ment and Transfers Section, Equipment Section and the Professional Development Section responsible for teacher preparation and staff development

TAFE Operations Branch was composed of the Education Services Section, which provided a link between the TAFE Division Administration and colleges of TAFE, the Student Services Section and the Aboriginal and Islander TAFE Services Section

The State Resource Materials Centre coordinated, planned and assisted the development of the resource collections and services in the Queensland TAFE system

TAFE Promotions and Investigations Branch arranged all aspects of TAFE publicity and provided a direct profes­sional support system to the Director of TAFE

The Central Administration Section provided all of the clerical support to the Director and Head Office professional staff 2 5

For a diagrammatic representation of the organisa­tional structure of TAFE in 1981, see Figure 4

Colleges

In 1984 the State Education Act was amended so that colleges could make available their facdities and services to the general community

The system of individual college councils, which had administered technical colleges before Departmental control, did not survive Departmental takeovers, and was not a component of the administrative system up to 1987 Though a high degree of interaction between the college and special interest groups in the community continued to operate, this contributed little to the administrative activities of the college 2 6

In some of its functions, TAFE Branch pursued a policy of decentralisation From 1979 the majority of subjects, other than apprenticeship subjects, were assessed internally within the colleges, with the Cur­riculum and Evaluation Section evaluating in a suppor­tive manner the assessment procedures used In 1987 TAFE branch encouraged a greater degree of regional and college-based curriculum development27, but this devolution did not extend to college administration 2 8

A professional staff

In 1975 a further development took place in teacher preparation for beginning teachers The day release courses were replaced by a new scheme that led to the award of a Certificate in Teaching — Technical This new scheme required beginning teachers to undertake an integrated course of study at three separate institutions

- two full-time semesters at Mount Gravatt CAE, - preparation for teaching, professional orientation and

study skdl development at the Technical Teacher Preparation Centre,

- teaching experiences at technical colleges for two semesters

The first group of technical teachers to undertake this revised course valued the training received at the Technical Teacher Preparation C ourse. but were less

69

Figure 4 Organisational structure — Division of T A F E

ftroctor-Genaral ot Educaton

Deputy f>»aor-G»nr)ral of Educsipn

[Vector ol TAFE

Deputy Director ol TAFE

Sod kapocur TAF1 Cuncutn

Stat Inspector Resouice Management

Staff Inspector Slating & Servces

Inspoclorol TAFE Cotegos

Supervisor TAFE Operaicre

Curriculum Savees*

Sons Sciences

Tethnofcoy iApptad Sciences

Resource Research

SdtoRMC lor TAFE

Curriculum Servces

Engneemg

SuUngS StsC AccorrvrtodGWO Recrurtrrtent

I S Transfers

Systems Analyse

Cape* Oropcls

Maintenence S Stores

Assistant Supervisor TAFE Operalons

SU« Dcveloprnent

Busness An &General Smdcs

Construct 3 Apptec Sconce

Fabric Financial

Resource Planning

Eowpmonl Teacher Preparekxi

Promotions Trjcnnology S SAppied

Invesfcgaions Science

Pubtaly

Safety Studom Servces

Social Sciences

Special Abongnal S Education Islander

Services

Cotegos of Toctmcal and Further Educawn

Source TAFE Handbook, 1982, p 7

enthusiastic about the time spent at Mount Gravatt College They felt that their college lecturers had dif ficulty in adjusting to technical teachers, who were much older than the other college students Further more, they believed that their college lecturers had little experience of the day to-day problems of teaching in technical colleges 2 9 This perception was shared by Pyle and the staff of thc TAFE Professional Development Section 3 0

In 1978 the course was revised, and a Diploma of Teaching (TAFE) replaced the certificate award In the following year, programs were developed so that the diploma could be offered externally in subsequent years to experienced teachers In 1985 a revised course conducted jointly by Brisbane College of Advanced Education and the Division of TAFE enabled those who successfully completed the diploma course to enter Bachelor of Education and other degree courses 3 1

An analysis of the employment of female staff shows that, in 1974, female teachers filled 14 per cent of teaching positions in technical colleges In 1984 this percentage had increased to 28 per cent of the total full-time teachers employed By 1984 the most senior position occupied bv a female in a college was the deputy principal of a business study college, and in 1985 the most senior female staff member in a branch of the Head Office occupied the position of principal educa­tion officer 3 2

Expansion once more

While the loss of the institutes of technology in 1971 proved a massive setback to the Technical Education Branch, it was given little time for introspection because, within several years, the branch became involved in a period of rapid expansion of the remaining system of TAFE colleges and the introduction of new responsibilities Much of this intense activity was triggered by the implementation of Kangan Report recommendations

After the introduction of block release for apprentices in 1972, the branch established halls of residence to pro­vide residential accommodation for country students attending block release courses The first hall of residence was occupied in 1975 at the Maryborough Technical College 3 3

In 1976 a State Resource Materials Centre (SRMC) for technical education was established to provide a cen­tralised service to facilitate the acquisition, processing and production of learning resources for college RMCs In those colleges where a permanent RMC did not already exist, the branch arranged temporary quarters until the building program could provide permanent RMCs Some years elapsed before the branch was able to provide trained librarians for all of these centres In the meantime, some centres were staffed on a tern

70

porary basis by teachers who had been taught enough basic skills to keep the centres operating An article in the press in 1980 claimed that staffing for RIVICs was inadequate to provide even basic services, and that one important consequence was that money poured into col­leges of TAFE for library equipment was wasted The same article implied that the Public Service Board was tardy in approving appointments of the necessary personnel3 4

Also in 1976, the branch commenced a service to pro­vide counselling and vocational guidance for technical education students Furthermore, it established sections that were given the responsibility to promote the health and welfare of students and also to check safety stan­dards and procedures 3 5

In 1977 the Technical Education Branch completed the final stages of taking over the provision of further education, formerly Adult Education, and became TAFE Branch

Adult Education had commenced in 1944 under the control of the Board of Adult Education responsible to the Minister for Education The major aim of adult education was

The provision of facilities throughout the State by which adults may increase their knowledge, their enjoyment of the arts, and their participation in the public and intellectual life of the community without duplicating the more formal instruction already pro vided by other bodies

In carrying out this aim, the board adhered to two important principles These were that all adult educa­tion should be free and that the requirements of country people should receive no less attention than those of city dwellers 3 6

A major goal of the amalgamation was better use of resources — staff, equipment and buildings The Supervisor of Adult Education subsequently became Supervisor TAFE operations, and district organisers of Adult Education were redesignated officers-m-charge, Extension Programs, and became officers of TAFE Many of the courses continued to be offered at outside locations 3 7

This amalgamation, 'a shot-gun wedding', did not proceed smoothly In the first place, fees were charged for classes which, under Adult Education, had been free An immediate public response was a drop in enrolments, which took two years to return to previous levels 3 8 Furthermore, some Adult Education officers felt that not only did the integration diminish the existing contribution of adult education, but that it reduced their status, and deprived them of adequate facdities 3 9 While there were some problems initially in meshing together the two sections, the major problems had been overcome within a few years, and further education was able to expand its services The introduc­tion of fees led to the introduction of courses not possible before because of costs 4 0 The Board of Adult Education was replaced in 1989 by the Council of Adult and Com­munity Based Education

In 1986 the Division of TAFE used satellite com­munication with its direct access to AUSSAT through Q-Net The network enabled people to participate in

John Swan, Director of the Division of TAFE, November 1986-December 1987

School of Electronic Media Studies, South Brisbane College of TAFE, 1986 Making the TAFE 0_-NET series, 'Patron Care'for students in the hospitality industry, 1987

courses using two-way data, two-way voice, facsimde and computer-graphics transmission Weekly programs covering staff development, sporting safety, trade and recreational skills, and small business were broadcast The satellite was especially effective in giving media and technology students first-hand experience with the most modern facilities 4 1

Two more rural training schools were established in addition to those already in operation at Longreach and Emerald The Lower Burdekin Rural Training School, established in 1976, specialised in tropical and sub­tropical farming, and the South Queensland Rural Training School at Dalby, established in 1979, special­ised in dry land gram growing and associated activities While these schools operated as autonomous institu­tions, they were classified as TAFE institutions for Com­monwealth and State funding arrangements 4 2

Other institutions that came under the same umbrella were the centres for continuing secondary education in the Brisbane metropolitan area, which

71

offer mainly evening subjects for adults, and the secon­dary correspondence school While both of these are administered by the Division of Secondary Education4 3, it is possible to trace their origins back to the Brisbane Technical College at the turn of the century 4 4

During the early 1980s, a new scheme was intro­duced, which enabled students in some secondary schools to undertake TAFE courses in conjunction with their secondary school courses When the senior colleges at Hervey Bay and Alexandra Hills opened in 1986 and 1987 respectively, they came under the administration of TAFE Branch At these colleges, students were able to pursue TAFE courses, senior secondary courses (pro­vided by Secondary Branch), or a combination of both of these Provision was made in some courses for students to be credited with first-year apprenticeship college attendance

In 1987 the Division of Technical and Further Educa­tion offered services through twenty-six colleges of TAFE, fourteen of which were located in country areas Through its twenty-six colleges, which included four­teen multi-campus institutions, the division offered some 750 different vocational courses, with a range of award levels up to degree level 4 5

Courses

Organisation of courses

In 1976 technical and further education courses were divided into six streams

Stream 1 (Professional) comprised professional courses that led to professional status (including teacher education), or that enabled professionals to update their technology or to specialise Growth in this area was determined by the number of places permitted by the Board of Advanced Education and available resources

Stream 2 (Para-professional) comprised para-professional courses provided for those preparing to enter or pro­gress within middle-level or technician occupations The courses included a wide range of certificate courses, some special courses and short courses designed to enable para-professionals to update their technology or to specialise

Stream 3 (Apprenticeship Trades) was divided into two groups The first group, Group A, consisted of appren­ticeship, pre-apprenticeship, and pre-employment courses in apprenticeship trades These courses pro­vided vocational and general education for apprentices Group B consisted of post-trade and other courses for advanced skills of a non-technical nature, to provide opportunities for further development of skills acquired during apprenticeship, extension of the range of skills of tradespersons within and beyond their trade speciality, and acquisition of skills required for supervisory positions and for undertaking business ventures

Stream 4 (Other Skilled) courses were provided for all other skilled trade and vocational courses relevant to basic principles, skills or knowledge, but not included in

Computer aided drafting, Mount Gravatt College of TAFE, 1986

Stream 3 Included in this group are also short training courses in additional on-the-job skills

Stream 5 (Preparatory and Secondary) comprised all courses that could be broadly described as preparatory (matriculation and diploma entrance courses), remedial (e g mathematics, English for Migrants) and courses with vocational orientation not classified elsewhere

Stream 6(Further Education) comprised all courses in home handicrafts, hobbies, self-expression and cultural appreciation, including language courses 4 6

72

On the job training, School of Tourism and Hospitality, Townsville College of TAFE, 1985

Open pottery class, Kangaroo Point Technical College

Diploma and certificate courses

The establishment of autonomous institutes of tech­nology initially took almost all of the tertiary level courses from technical colleges However, the colleges became increasingly involved once more with the pro­vision of tertiary-level courses, generally those not sup­plied by the CAEs but in demand by industry Most of these courses were at certificate level, and were approx­imately equivalent to one to two years' tertiary study level However, some associate diploma, diploma, and associate certificate courses, equal to two to four years' tertiary level, were introduced For example, in 1983, a diploma course in art/design was offered at Townsville TAFE, and associate diploma courses were offered in applied science at Mackay TAFE and in electrical and electronic engineering at Townsvdle TAFE Entry to certificate courses was usually set at Year 10 level, whde entry to associate diploma, diploma and associate cer­tificate courses was usually Year 12 level 4 7

In 1985 the Queensland College of Art introduced the first degree course offered by a TAFE institution — a Bachelor of Arts in fine arts and design 4 8

In 1987, as the result of an initiative of the Common­wealth Tertiary Education Commission that was designed to provide greater access to higher education, thirty student places were allocated at Cairns College of TAFE for students studying first-year programs from James Cook University Twenty student places were allocated at Mackay College of TAFE for students studying the first year of a degree course from Capri­cornia Institute of Advanced Education This scheme was subsequendy expanded to other tertiary institutions and colleges of TAFE 4 9

Apprenticeship training

Structural changes In August 1976, the State Govern­ment instituted an inquiry into apprenticeship The findings of this inquiry, the Anderson Report, accepted the existing tripartite administrative, educational and training system, for which the Apprenticeship Office provided the administration, the Technical Education Branch provided college instruction, and the employer provided on-the-job training 5 0

Subsequently, the Industry and Commerce Training Act 1979 replaced the Apprenticeship Executive with the Industry and Commerce Training Commission, which was given wider responsibilities Included in its extended functions was the responsibility to keep under review the adequacy of training not only of apprentices but also of pre-apprenticeship, pre-vocational and adult trainees, trainee technicians, and other trainees The Commission comprised a Commissioner, the Director of Technical Education and up to twelve members nominated by the Minister, representing in equal numbers employers and employees Industry and commerce advisory committees replaced the group committees, and included employer and employee representatives in each committee Locality advisory committees were re-established as regional advisory committees

73

Students operating printing machines at a College of TAFE, 1986 Fashion students using industrial sewing machines, Bundaberg College of TAFE, 1986

A student gaining the horse's confidence at Brookfield Veterinary Centre, Brisbane

While many of the apprenticeship training require­ments of the 1964 Act were retained (for example, the system of minimum standards of entry for different trades and the various penalties), the new Act was more flexible in some of its provisions The Commission could prescribe the periods of time for attendance at classes, and provide full-time pre-vocational training for any unskdled, semi-skilled or skilled occupation and full-time apprenticeship training in a trade as an alter­native to the existing system An advisory committee had the power to reduce the period of apprenticeship up to seven months for those apprentices who obtained an overall average of 75 per cent in annual examinations

At the national level, the Australian Apprenticeship Advisory Committee was replaced in 1978 by the Commonwealth-State Apprenticeship Committee (COSAC), which helped the national coordination of apprenticeship programs COSAC subsequently became the Commonwealth-State Training Advisory Committee 5 1

Attempts to solve old problems One problem the apprenticeship system had faced since the establishment of the colony of Queensland was that the yearly intake of apprentices reflected the prevailing state of the economy, rather than the long-term need for skilled

Hairdressmg students, Bundaberg College of TAFE, 1986

labour Another more recent problem was that many employers found the extra expense of releasing appren­tices for college training a financial burden

To help overcome these problems, trade-based pre-vocational courses were introduced in 1977 for selected trades Furthermore, TAFE Branch believed that such courses provided a more meaningful alternative to the senior secondary curriculum, which the branch thought had an excessive academic bias, and provided htde encouragement to the average and below average performers 5 2

The courses began on a pilot basis at Eagle Farm, Bundaberg and Cairns Colleges, and were subsequendy extended to other colleges This Queensland initiative was followed by other States53 The courses were designed to provide students with a general education, in addition to technical knowledge and skills relevant to a family of trades Preference was given to students leav ing at the end of Year 10 who had reached a set minimum standard At the conclusion of the course, a student's technical skdls in his or her chosen trade matched those of a student who had completed one year of apprenticeship

The first part of the course (Module 1) included com­munication skills, skills for living, health, practical calculations, and the study of metals and other materials

74

in common trade use, basic electricity, internal combus­tion engines, and drafting Students were also taught the correct use of hand and machine tools During this first module, students were given guidance to help them make future vocational choices In Module 2 they followed a streamed program in either building or engineering, before the final module, during which they received all the tuition normally available to a first-year apprentice of a specified group of trades At the suc­cessful conclusion of the courses (Module 3), students were exempted from the first year of college training and six months of a four-year apprenticeship Employers were provided with apprentices already equipped with work experience 5 4 (See Figure 5 for a diagrammatic representation of the pre-vocational engineering/ construction course)

Figure 5 Pre-vocational education

Modular Pre vocational Program

Module 1 Module 2 Module 3

Basic

Electrical Radio & TV Auto Electrical

Fitting D & H E E Fitting & Turning Mechanics-Motor Cycle & Marine Motor Mechanics

J Engineering

Fitting D & H E E Fitting & Turning Mechanics-Motor Cycle & Marine Motor Mechanics

I

Fitting D & H E E Fitting & Turning Mechanics-Motor Cycle & Marine Motor Mechanics

I

Boilermaking Sheetmetal Body Building Blacksmithing

Trade Group 1

Trade Group 2

Trade Group 3

Construction

Carp & Join Cabinet making Woodmachimng Plumbing

Bricklaying Floor & Wall Tiling Plastenng-Solid Painting & Dec

Trade Group 4

Trade Group 5

Source TAFE pamphlet, 1980

The development of full-time pre-vocational courses was a significant commitment by the Government to the training of future tradespersons because the attendance time of a single pre-vocational student was the equivalent of that of five apprentices 5 5

In the same year, 1977, the Commonwealth Govern­ment fostered the apprenticeship system by introducing a system of subsidies to employers with apprentices attending colleges full time, and living-away-from-home allowances for apprentices 5 6 In 1983 other schemes were introduced, which reduced the period of appren­ticeship and employer responsibdity for training These were accelerated trade courses in bodermaking, elec­trical fitting and/or mechanical fitting and turning, and the first full-time college apprenticeship course, which covered the area of dental prosthetics 5 7

Students of Mount Gravatt TAFE convert a garage into an activates hall at Radford Special School, 1986

Out-of-trade apprenticeship programs In 1980 Peter Burroughs, the Principal of Gold Coast TAFE and a former Adult Education Officer, in coordination with the Nerang Rotary Club, organised eighty-two appren­tices in various building trades to budd a house By 1983, another house, a Girl Guides building and a residential duplex had been completed This initiative was followed by other TAFE colleges One such project was the restoration of two historic ships These projects provided valuable trade training and, at the same time, very worthwhile community services 5 8

Special programs

Assisted by Commonwealth funding, TAFE Branch provided special programs for disadvantaged groups Special attention was given to those experiencing dif­ficulties in obtaining employment The following pro­grams are some of the more important ones which were offered

A program, Skdls for Living and Working, was intro­duced in 1977 Devised to improve the employment prospects of unemployed young people, specially those who had recendy left school, the course included recrea­tional as well as vocational skills 5 9

In 1978 TAFE Branch initiated adult literacy and numeracy programs to assist adults to remedy dif­ficulties they had with basic literacy and numeracy skills These programs included a network of volunteer honorary tutors throughout Queensland Subsequendy, special English courses were provided for migrants 6 0

In 1984 TAFE introduced retraining programs, which aimed at retraining people for specific occupa­tions faced with labour shortages Under these pro­grams, TAFE provided special courses for concrete workers, clothing machinists and hospitality workers, office workers and station hands Another form of retraining was provided when personnel displaced by the closure of the General Motors Holden Acacia Ridge factory were given courses in employable skdls 6 1

In past years, the range of apprenticeships open to females was very limited Social attitudes, particularly attitudes of prospective employers, dictated that females

75

South Brisbane College of TAFE student takes part in an access course in non traditional occupations forfemales

should be excluded from such trades as motor mechanics, woodwork and metalwork In 1981, for example, only 2 per cent of apprenticeships, excluding hairdressing, were undertaken by women To facilitate entry of females into such trades and thus tap into a neglected human resource, a twelve-week vocational access course in non-traditional occupations for 15- to 25-year-old females was devised in 1984 and subse­quently offered Course content included life skdls and communication, personal development, suitable theoretical studies, and practical experience in a range of trades Furthermore, to encourage the acceptance of female apprentices, the Commonwealth Government offered financial incentives to employers 6 2

Prior to 1977, the Board of Adult Education provided isolated programs for Aboriginals and Islanders In

1977 and subsequent years, TAFE Branch expanded these programs and developed an administrative struc­ture to handle them The Branch organised the courses under three categories vocational, bridging or access, personal enrichment The first full-time course was of­fered in 1980 at Rockhampton TAFE College 6 3

Students

In 1977 adult education enrolments were included in the annual statistics, and from that year to 1987 the presen­tation of statistics remained relatively constant This enabled the following compansons to be made 6 4

The enrolment in Tertiary (Stream 1) of 683 in 1977 increased slightly to 888 by 1987 From 1978, females predominated in this stream, reaching 61 percent of the total in 1987 Their numerical superiority was especially noticeable in full-time courses

The enrolment in Sub-Tertiary (Stream 2) of 7494 in 1977 rose sharply to reach 34 916 in 1987 Females, well outnumbered by men in 1977, had, by 1987, increased to 53 per cent of the total Once more the female majority was more evident in full-time courses

The enrolment in Apprenticeship (Stream 3a), which includes trade-based pre-vocational courses, showed only a slight increase From 14 561 in 1977, it reached 16 945 in 1987, the highest enrolment, 18 715, being in 1982 Females constituted 7 per cent of the enrolment in 1977 and 15 per cent in 1987

The enrolment in Advanced Trade (Stream 3b) of 2334 in 1977 dropped off slightly and did not reach the 1977 level once more until 1985, when it was 2498 In 1987 the enrolment was 2656 Female enrolment remained a small percentage of the total enrolments throughout, constituting 6 per cent in 1987

The enrolment in Other Skilled (Stream 4), which was 8984 in 1977, rose rapidly to a high point of 56067 in 1986, and dropped slightly to 47 983 in 1987 Females retained a very slight majority until 1987, when female enrolment dropped to 46 per cent

The enrolment in Secondary — Secondary and Preparatory from 1984 (Stream 5) — of 4114 in 1977 rose to 15 895 in 1987, with females constituting slightly more than 50 per cent each year

The enrolment in Recreational (Stream 6) rose from 36 549 in 1977 to 66 668 in 1987, with females con­stituting about 70 per cent of the to'al throughout the period

76

6

A time of constant change 1987-1990

Queensland society

In November 1987, following internal dissension within the governing National Party, Mike Ahern replaced Sir Joh Bjelke-Petersen as Premier, and Brian Litdeproud replaced Lin Powell as Minister for Education Shortly before the State election in December 1989, Russell Cooper replaced Ahern, but the results of the election brought a Labor Government into power, with Wayne Goss as Premier These political changes had important repercussions for the Division of TAFE

While economic conditions were relatively stable, uncertainty was a characteristic of the money market during the short period of 1987 to 1990 A slump in the stock market in October 1987 was followed by the fadure of several important stock market entrepreneurs The fluctuation of interest rates exercised both a positive and negative influence on the economy

The percentage increase in employment in Queens­land was greater than the national average However, while the unemployment rate in the State had reached the lowest level since 1982, it was still higher than the national average1

Head Office administration

D E V E T — a new department

When Ahern became Premier, he acted quickly to implement some of the recommendations of the Ahern Report, which had been ignored by the Bjelke-Petersen Government Consequendy, on 14 December 1987, the Government established the Department of Employ­ment, Vocational Education and Training This Department consisted of the Division of TAFE and the senior colleges formerly administered by the Depart­ment of Education, and the Division of Employment, Planning and Training, previously a part of the Depart­ment of Employment and Industrial Affairs The Minister was Vince Lester, Minister for Employment, Training and Industrial Affairs This development brought together the staff who assessed the employ­ment, vocational education and training needs of Queensland, and the staff who prepared and taught courses designed to meet those needs The new Depart­

ment inevitably had to cope with a degree of uncertainty and disruption of day-to-day operations and planning procedures during the penod of administrative reorganisation2 (see Figure 6)

Wallace was appointed the Director-General of this new Department On 26 April 1988 Wallace retired and Barry Read, B A , was appointed Chief Executive of DEVET Read had occupied a number of senior admin­istrative positions in the Public Service before coming to DEVET in 1987 as Assistant Under-Secretary

QEVET, a new advisory body To foster greater industry and community participation in vocational education, a new and more extensive network of advisory bodies was established early in 1988 The central body of this network, an interim Queensland Employment, Vocational Education and Training Board (QEVET), replaced the Industry and Commerce Training Commission, which had been the major body

Barry Read, Chief Executive of Department of Employment, Vocational Education and Training (DEVET), 1988-1989

Figure 6 D E V E T

Administration and Finance

• Departmental Administration

• Legislation

• Accounts

• Financial Analysis

• Personnel Administration

• Staff Recruitment

• Industrial Relations

• Safety

• Teacher Preparation

• Professional Development

Minister

Rural Training Schools QEVET Board

Chief Executive

Secretariat and Executive Support Unit

Operational Performance

General Manager (Vocational Education

and Training)

Studies and Student Services

Accreditation

Program Evaluation

Review of Standards

Institutional Review and Development

Investigations

Operational Audit and Development

Financial Compliance Auditing

Curriculum Design and Implementation

Operational Services

Student Services

Adult Education

Information Communication and

Promotions Unit

TAFE Colleges Senior Colleges Private

Providers and Industry

Employment and Skills Development

Employment Policy and Program

Training Operations and Development (including Apprenticeships and Traineeships)

Fee for Service and Joint Ventures

Industry Committee Liaison

Planning and Management

Information Systems

Program Management

Planning and Performance Analysis

Computing Systems

Library Network

Technology

Examinations

Buildings and Accommodation

Equipment

Maintenance

Source Annual Report ofthe Department ofEmployment, Vocational Education and Training, 1988-1989, p 8

responsible for advising the Minister for Employment, Trainmg and Industrial Affairs on industry training needs, promoting vocational education, and adminis­tering training arrangements including appren­ticeships The membership of the board was drawn from representatives of industry, unions, and both the State and Commonwealth Governments Commonwealth-sponsored Industry Training Councds replaced Industry and Commerce Advisory Committees, and College Community Councils replaced Regional Advisory Committees The Employment, Vocational Education and Training Act 1988 formally established QEVET 3 (see Figure 7)

Operational philosophy DEVET's major goal was to foster and provide high quality vocational education and training and education for life to meet the needs of all Queenslanders

DEVET supported private enterprise and endeavoured to develop the private provision of voca­tional education and training, both in-house and through private providers

The Department recognised the relationship between vocational education and economic development It also supported the relationship between vocational education and quality of life by providing opportunities for personal development

78

Figure 7 Q E V E T

Priorities Executive

Queensland Employment

Vocational Education and Training

(QEVET) Board

Coordinating Council on

Aboriginal and Torres\ Strait Islander Employment

Vocational Education and

Training

Other Government [ and Non Government

Bodies

College Community Councils

' Council for Adult and Community Based

Education

Coordinating % [ Committee of College

^ \Council Chairmen and | Directors

Accreditation Committee

Source Annual Report of the Department of Employment, Vocational Education and Training, 1987-1988, p 8

The principal clients were perceived to be students, industry, government and professional associations The Department promoted employment and employ­ment opportunities and encouraged initiative throughout work and life Through its linkages with industry, commerce and the community, the Depart­ment provided services which were relevant to the present and future needs of its clients

The Department considered that its most valuable resource was its people Staff were encouraged to sup­port the principle of recurrent learning, to create an environment where knowledge and understanding were valued, and to continue to develop their own abdities

Corporate plan DEVET set itself the following goals

- to promote and provide vocational education and training for employment, technological advance­ment, economic development and individual growth,

- to promote and provide preparatory and continuing education for personal enrichment and to meet social goals,

- to support employment initiatives and promote skills development appropriate to a diversified and developing economy 4

With minor modifications, these goals remained in place to the end of 1990

Program management In 1989 every State govern­ment department was required to adopt program management as a means of improving resource alloca­tion and management by shifting focus from inputs (e g funds) to results (e g outputs and, more importandy, outcomes) The Treasury Department was given the responsibdity of assisting government departments to design their own programs Each department's system of program management had to include the following elements

- a strategic plan which established clear goals and strategies over a minimum five-year planning horizon,

- a system of resource management which involved the establishment of hierarchical program structures,

79

goals and objectives for each program and com prehensive management information systems for the organisation as a whole,

- a systematic performance evaluation and review process 5

As a result of these requirements, DEVET devised a program management structure which comprised voca­tional education, adult education, commercial activities, employment initiatives, skills development and corporate services Another important develop­ment was a joint venture of DEVET and Coopers and Lybrand to form a separate organisation known as the Centre for Strategic Leaders The purpose of this initiative was to complement the executive development programs delivered by a variety of providers, to make a contribution to executive development within Australia, and to enhance organisational development within the Department 6

B E V F E T — the Department changes into a Bureau

When the Labor Party took over the reins of Govern­ment in December 1989, it began restructuring govern­ment departments As a consequence, DEVET and the Department of Industrial Affairs were amalgamated to form a new Department of Employment, Vocational Education, Training and Industrial Relations in January 1990, with an Acting Director-General, Barry Nutter, responsible to the Minister of the new Depart­ment, Nev Warburton DEVET was then redesignated

Queensland Employment Ideational Education and Training (QEVET) Board, 1990 Seated (from left) Harry Hauenschild (Deputy Chairman), Roy Wallace (Chairman), and Peter Ellis Standing (from left) Bob McNamara, Garth Burge, Professor Ron Young and Peter Miller

the Bureau of Employment, Vocational and Further Education and Training The Bureau, a provisional organisation, was the first step towards the implementa­tion of a Labor platform policy — the formation of a commission planned to come into operation in 19917

During 1990 a green paper on the creation of a Technical and Further Education, Employment and Training Commission was prepared as a blueprint for the changes envisaged 8

Board of Management of Bureau of Employment, Vocational and Further Education and Training (BEVFET), 1990 Seated (from left) Harry Hauenschild (Deputy Chairman), Roy Wallace (Chairman), Ian McGaw (Executue Director, Human Resources, Finance and Administration) Standing (from left) Trevor Sterling (Director, North Point TAFE College), Michael Adermann (Director, Rockhampton TAFE College), Neville Coventry (Director, Organisation Development), Kerry Kreis (Acting Director, Organisation Development from 4 June 1990), Peter Henneken (Executive Director, Operations), Stan Sielaff (Executive Director, Planning Development and Research), Ron Dunglison (Acting Executive Director, Human Resources, Finance and Administration from 21 May 1990) and Graham Zerk (Executive Director, Operational Performance)

80

Training Executive 1990 Seated (from left) Ken Low, John Heussler, Greg Castle (in lieu of Carolyn Mason), Garth Burge and Tom Burton Standing (from left) Bob Henncks, John Agnew, Harry Hauenschild (Chairman), Wally Dearbve, Peter Henneken, Brian Hutchison (The Training Executive gave advice on matters related lo apprenticeship, traineeship and other training systems ) Absent Carolyn Mason, Lorraine Martin, John Ridley

Wallace came out of retirement to be appointed Managing Director of the Bureau, and was responsible to the Minister of the new Department for policy matters and to the Director-General for all staff and administrative matters9 QEVET continued its advisory role, with Wallace as Chairman of the QEVET Board For his services to education, Wallace was awarded the Member of the General Division of the Order of Australia (AM) in the 1990 Australia Day Honours Lis t 1 0

Changes to the management programs The Bureau made some changes to the management program struc­ture inherited from DEVET The Bureau identified seven programs to develop

Program 1, Adult Education, provided and supported the delivery of a wide range of recreational and vocational short courses offered through community-based private providers and TAFE and senior colleges These were non-award, fee-for-service courses

Program 2, Access Education, provided and supported courses in basic (including literacy/numeracy) and preparatory education, communication and employ­ment skills for disadvantaged groups, with emphasis on women, migrants, the disabled, and Aboriginal and Torres Strait Islanders This program included a number of cooperative and bridging courses run in association with high schools

Program 3, Initial Skills Development, included responsi­bility for the operation of the apprenticeship and initial vocational level training systems Basic laboratory practices — a new traineeship course

81

An apprentice from the panel beating section of Ithaca College of TAhE rebuilds a damaged car

Program 4, Advanced Vocational Education and Training, included responsibdity for education and training courses, which gave entry to occupations at the para-professional and professional level, or which provided advanced or enhanced skills that budt on previous education, training or experience

Program 5, Educational Enterprises, was a grouping of the Bureau's activities concerned with the generation of revenue through the provision of full cost-recovery ser­vices to both industry and government in both Australia and overseas Revenue generated was used to support other Bureau services For example, the revenue generated by the fees of overseas full-fee paying students created extra training positions for Queenslanders

Figure 8 Bureau network

Learning the trade of butchery al the College of Tourism and Hospitality, Coorparoo Campus

Program 6, Employment Initiatives, was designed to improve employment opportunities for Queenslanders, par­ticularly the disadvantaged and unemployed in accor­dance with government policies including 'Putting Families First', 'Resource Youth', 'Opening New Doors for Queensland Women', 'Social Justice' and 'Regional Development'

Program 7, Corporate Services, had as a major goal the improvement of departmental planning, technology, financial and human resource services necessary for the achievement of program goals The Corporate Services Program managed the central coordination of planning, resource allocation, review and evaluation activities within the Bureau

For a diagrammatic representation of the bureau net­work as it existed in March 1990, see Figure 8

Board of Management

Managing Director

Executive Director Operational Performance

Regional Directors

Executive Director Regional Services

Executive Director Operations

Executive Director Planning Development

and Research

Executive Director Human Resources

Finance and Administration

Institutional Review and Development

Accreditation and Private " Provider Recognised

Program Evaluation and Standards Review

Audit Services

Marketing and

Promotional Services

Commercial Activities

International Programs

Adult Education Access and Equity Programs

Vocational Education and Training

Employment

Planning Technology and Innovation

Properties and Facilities

Research and Learning Strategies

Curriculum Design and Development

Human Resources

Organisation Development

Industrial Relations

Policy Services

Financial Administration

Administrative Services

Colleges Training Employment Services Private Providers and Industry

Source Provided by D E V E T

82

Learning about bar work al a pre-vocational hospitality course

3 |

Access Education increased the job opportunities for females m non-traditional occupations

Innovative designs created by fashion students at Mount Gravatt College of TAFE

Award restructuring In 1990 a high priority for BEVFET was its role in industry-based restructuring and award restructuring processes The Queensland Government was committed to these processes, which it hoped would develop higher value-added industries and services and greater productivity, and which would reward workers who had acquired broader and higher skills

BEVFET believed that it could best further these changes by providing programs and services which emphasised multi-skdling, competency-based training and skdl utilisation 1 1

College administration

In 1988 a program of self-evaluation for four colleges was developed, and guidelines prepared for the conduct of self-evaluation and external review of the evaluation procedures12

Following the establishment of DEVET, college com­munity councils were formed The functions of these councds were to advise the community on the progress of the college and to advise the QEVET Board on priorities, initiatives and budget requirements for the college Membership was drawn from industry, employers, community and student bodies and others interested in vocational education and training 1 3

A major change to college administration was planned in the period 1989-1990 Once in operation, this scheme was designed to introduce regionalised management for TAFE colleges throughout the State, with regional networks set up to coordinate programs and resources to respond more effectively to local train­ing, vocational education, industry and community needs14

83

Courses first college campus in Australia to be built by its students17

Institutional and Community L i n k s

As well as the integration of some secondary and TAFE courses, DEVET made arrangements with both Griffith University and Queensland University of Technology (formerly Queensland Institute of Technology) whereby credit for success in some examinations would be transferable and qualifications could be linked DEVET also reached a general agree­ment on a simdar policy with the Darling Downs Institute of Advanced Education 1 5

In 1990 pre-vocational and apprenticeship students and Bureau staff from various colleges of TAFE visited Charleville on week-long shifts to help cleanvup and rebuild the town after a disastrous flood They used their skdls to do such tasks as mending warped doors, swollen windows and broken floorboards, recondition­ing washing machines, refrigerators and other household appliances, and fixing clogged pipes1 6 In the same year, the North Stradbroke Island Learning Centre, a campus of Redland Community College, was built by the campus students This is believed to be the

Diverse range of programs

As a result of cooperation between the Ithaca College of TAFE in Brisbane and the Preston College of TAFE in Melbourne, DEVET launched, in 1988, the Energy Technology Unit and the Advanced Certificate of Energy Technology, both of which were unique in Australia at that time The course trained technicians in the field of renewable energy systems In the same year, Toowoomba College of TAFE developed a highly regarded program designed to meet the needs of the racing/horse breeding industry1 8 In 1990 special pro­grams run for the visually-impaired had transformed the Annerley Campus of Yeronga TAFE into a major supplier of coastal shark nets and hospital pillows 1 9 Also in 1990, a vineyard was planted at the Bundamba Campus of Ipswich TAFE as a preliminary step to establishing Ipswich College of TAFE as a learning centre for winemaking 2 0

By June 1990, the Bureau was responsible for thirty-one TAFE and senior colleges, which offered more than 1000 courses to more than 200 000 students annually 2 1

Ipswich TAFE College became Queensland's first centre of learning for winemaking

84

Conclusion

An analysis of the history of technical and further education m Queensland reveals some constant ques­tions and problems that have confronted successive administrators

One of TAFE's major goals has been to supply skilled workers for the industrial needs of the State A recurring problem, however, has been that both the types of technical courses offered and number of student enrolments in particular courses have reflected the prevading economic situation rather than reflecting future needs Over the years, this has often led to an imbalance between supply and demand of skilled labour A concomitant of this has been the importation of skdled labour and the lack of technical training of Queensland youth

Who should pay for technical education has been a recurrent problem facing successive administrations Answers to this question have varied At first, the recipients paid, assisted by subsidies to the colleges Then, from 1908, the State Government progressively undertook the major financial burden, with student fees meeting only a small part of the total costs Since 1964, the Commonwealth Government has become an impor­tant contributor to technical education funding Employers in the past have made some contribution by providing apprentices with paid time-off to attend col­leges In 1977 some of this burden was removed from their shoulders Now, however, the Commonwealth Government requires large employers to allocate a percentage of their total payroll for training of their per­sonnel This training includes technical education Furthermore, in the last few years, the Division of TAFE and its successors have implemented a policy of fees for services wherever possible

Who should control TAFE ? Initially, society saw technical education as the responsibility of the local community The Government then put a board in con­trol for a very brief period from 1902 to 1905, and then handed over control to the Department of Education In 1987 control of TAFE passed first to a Department of Employment and Vocational Education and Training and then, in 1990, to a Bureau of Employment, Voca­tional and Further Education and Training, which came

under the Department of Employment, Vocational Education, Training and Industrial Relations Current planning has paved the way to control by a commission under the guidance of a board While control of TAFE is ultimately a State concern, State acceptance of Federal financial assistance gives the Commonwealth some power to determine policies

What should be taught in colleges of TAFE? In 1882 Joseph Clarke, the art teacher who taught classes at the North Brisbane School of Arts, believed that a technical college should teach any subject for which there was a demand At first, officials of the Department of Public Instruction were concerned that only technical subjects should be taught in technical colleges, for they believed that the subjects taught should be determined by the meaning of the word technical However, early societal needs and Departmental expediency ensured that technical colleges continued to teach liberal as well as technical subjects at many levels Subsequendy, the opening of the University of Queensland in 1911, the establishment of high schools in 1912, and the rational­isation of education at both State and national levels during the 1960s resulted in technical colleges being stripped of liberal studies and secondary and tertiary level courses The polytechnic institution did not sur­vive This trend has slowly been reversed since the early 1980s, with colleges of TAFE becoming the venue for technical courses integrated with secondary and tertiary courses

The status of technical education has been another constant problem In spite of protestations about the importance of technical education to the economy of the State, subjects of a technical nature were generally regarded as being of lower status than academic sub­jects, and technical colleges had a lower standing than secondary schools and universities Furthermore, since the qualifications of technical teachers were generally of a non-academic nature and because they lacked teacher-training, they were regarded by teachers in other branches of education as inferiors The greater amount of money currently being spent on TAFE would seem to indicate a greater recognition of the value of technical education in the eyes of the community

85

Appendixes

Appendix 1: Technical and further education in Queensland: A chronology

1882 Opening of Brisbane Technical College under auspices of Brisbane School of Arts

1894 Schools of Mines Act provided for establishment of Schools of Mines

1898 Brisbane Technical College Incorporation Act gave control of the college to a Council

1902 Board of Technical Education created 1905 Board abolished and Technical Education Branch

created to supervise syllabuses and appointments of teachers

1908 Technical Instruction Act amalgamated the three Brisbane colleges into Central Technical College under control of Technical Education Branch

1915 Appointment of first Trade Advisory Committees for apprenticeships

1916 Industrial Arbitration Act made provision for regulation of apprenticeship system

1918 Technical Instruction Act Amendment Act enabled Department of Public Instruction to take over control of country colleges

1920 Central Apprenticeship Committee constituted 1924 Apprenticeship Act 1929 Apprentices and Minors Act 1934 Apprentices and Minors Act Amendment Act 1944 State inquiry into apprenticeship 1945 Apprentices and Minors Act Amendment Act 1948 Apprentices and Minors Act Amendment Act 1950 Commonwealth-State inquiry into

Apprenticeship 1954 Apprentices and Minors Act Amendment Act 1957 Formation of National Australian Apprenticeship

Advisory Committee 1959 Apprenticeship and Minors Act Amendment Act 1964 State Education Act — reform of technical

education Apprenticeship Act Martin Report Commonwealth special grants for technical education

1965 First of the institutes of technology established — Queensland Institute of Technology

1970 Education Act Amendment Act gave autonomy to CAEs

1974 Kangan Report 1976 Anderson Report on Apprenticeship

1977 Technical and adult education integrated to form Technical and Further Education (TAFE) Branch

1979 Industry and Commerce Training Act 1980 TAFE Branch renamed Division of TAFE

Ahern Report 1987 TAFE Branch separated from Department of

Education to become Department of Employment, Vocational Education and Training (DEVET)

1988 Employment, Vocational Education and Training Act

1990 DEVET becomes Bureau of Employment, Vocational and Further Education and Training (BEVFET)

Appendix 2: College opening and closing dates

Opening dates of colleges of TAFE

College Opened Taken over Separated

Bundaberg 1889 1924 (HS) 1965 Burdekin 1985 Cairns 1899 1924 (HS) 1965 Central Highlands 1985 College of

South West* 1988 COTAH 1977 (1968 — Annexe of

Kangaroo Point) Gateway College 1966 Gladstone 1982 Gold Coast 1976 (1969 — Annexe of

Southport SHS) Hervey Bay* 1986 Ipswich 1891 1951 (HS) 1963 Ithaca 1974 (1970 — Annexe of CTC) Johnstone 1988 Kangaroo Point 1968 Logan 1988 Mackay 1892 1912 (HS) 1962 Maryborough 1889 1943 (HS) 1965 Mount Gravatt 1979 Mount Isa 1956 (HS) 1971 North Point 1980 Professional

Development 1989 QDEC 1945

86

Queensland College of Art 1972

Redland Community* 1987

Rockhampton 1890 Seven Hills 1977

South Brisbane 1966 South Burnett 1985 Warwick 1896 Southern Downs

Community 1988 Sunshine Coast 1982 Toowoomba 1890 Townsville 1889 Yeronga 1967

Lockyer 1920 (HS) Mount Morgan 1901

1919 (HS) 1962 (1971 — Annexe of Kangaroo Point, 1989 — amalgamated with Qld College of Art) (1945 —Annexe ofCTC)

1910 (HS) 1971

(Replaced Warwick)

1920 (HS) 1924 (HS)

1962 1965

Notes Opened

Taken over

Separated (HS) (date-annexe)

Opened as separate college with its own administration Independent colleges taken over by the Department of Education Separation of college from the high school Existing or new high schools attached Date the institution began earlier as an annexe of another college Senior Colleges

Closing dates of technical colleges

College

Victoria Institute (Allora)

Beenleigh Bowen

Central

Opened Closed Notes

1898 1900 1899

1910

1904 1902 1907

1974

Charleville Charters

Towers

Charters Towers School of Mines

1900

1892

1901

1902

1929

Reopened in 1909, taken over in 1924 (HS), closed 1928 Central — amalgamation of Brisbane (opened in 1882), South Brisbane and West End technical colleges

Taken over in 1919 (HS)

Amalgamated with Charters Towers in 1919

Normanton Ravenswood Roma

Sandgate South Brisbane

Southport Stanthorpe Stanwell

West End

Zillmere

1900 1900 1902

1898 1894

1898 1901 1901

1889

1896

1934 1929

1901 1903 1905

1939

1899 1905 1901

1896

Taken over in 1929 and then closed, reopened 1941 (HS), closed again in 1965

Reopened in 1920 (HS), college closed in 1929, leaving HS open

Amalgamated with Central 1910

Reopened in 1903, closed in 1904 Amalgamated with Central 1910

Notes Taken over — refers to independent colleges taken over by the Department of Education (HS) — Existing or new high schools attached at that time

Appendix 3: Technical education syllabus, 1919

Department of Agriculture

Agriculture Dairying Mi lk and Cream Testing Sugar Chemistry Junior Assistant Sugar Chemist Assistant Sugar Chemist Sugar Chemist

Department of Art

Freehand Drawing Catalogue Illustration Blackboard Drawing Painting Modelling Woodcarving Geometrical Drawing Perspective Drawing Design Diploma in Ar t Craftsmanship

Childers Clermont

1901 1900

1902 1901

Department of Building

Cooktown 1896 1896 Building Construction and Drawing Croydon 1906 1907 Quantity Surveying Dalby 1901 1903 Woodwork Gin Gin 1901 1901 Carpentry and Joinery Gympie 1891 ? Closed between Staircasing and Handraihng Gympie

1937 and 1970 Cabinet-making Herberton 1908 1914 French Polishing Howard 1900 1901 House Painting and Decorating Hughenden 1890 1902 Sign writing and Lettering

87

Show Card and Ticket Writing Plumbing Chemical Plumbing

Department of Chemistry, Mining and Metallurgy

Inorganic Chemistry Analytical Inorganic Chemistry Assaying Metallurgy Dental Metallurgy Geology Mining Geology Mineralogy Mining Mine Surveying and Planning Ore Dressing Mine Administration Diploma in Metallurgy Diploma in Mining (Metal mining) Diploma in Mining (Coal mining) Metalliferous Mines Collieries Industrial Chemistry

Department of Commerce

Shorthand (Pitman's System) Shorthand (Gregg's System) Typewriting Bookkeeping Accountancy Modern Business Methods Diploma in Accountancy

Department of Domestic Science and Art

Domestic Economy Cookery Fruit Preserving and Pickling Confectionery Cake-icing Scientific Baking and Mi l l ing Starching and Ironing Dressmaking Millinery Diploma in Domestic Science and Art

Department of Engineering

Trade Drawing and Sketching Engineering, Drawing and Machine Design Mechanics (Applied Mathematics) Applied Mechanics Heat Engines Engine driving Pattern-making Blacksmithing Fitting and Machining Boilers and Boiler-making Electrician's Workshop Course Supplementary Course for Mining Students Electrical Engineering Diploma in Engineering

Department of Languages and Literature

English English History

Geography French German Latin

Department of Mathematics

Arithmetic and Mensuration Trade Arithmetic Commercial Arithmetic Algebra Geometry Trigonometry Surveying Surveying and Drafting Calculus

Department of Science

Botany Physics Physiology Ambulance Home Nursing

Department of Sheep and Wool

Woolclassing and Woolsorting Sheep and Wool Veterinary Science Diploma in Sheep and Wool Training

Special Syllabuses of Subjects for Pupils of State Schools Attending Technical Colleges

Geometrical Drawing Shorthand Bookkeeping Manual Training — Woodwork Elementary Cookery Dressmaking

Source Syllabus of Technical Colleges, Department of Public Instruction, Queensland, 1918

Appendix 4: Technical education courses, 1960

Part I — Associate Diploma, Diploma, and Certificate Courses

General Information

Agriculture Diploma in Agriculture Diploma in Animal Husbandry Diploma in Dairy Manufacture Diploma in Horticulture Diploma in Sheep and Wool Certificate in Agricultural Science Certificate in Horticultural Science

Architecture and Building Diploma in Architecture Diploma in Building Diploma in Quantity Surveying Certificate in Architecture Certificate in Building Certificate in Building (Correspondence)

88

Art Diploma in Art Teachers Diploma in Commercial Illustration Diploma in Drawing and Painting Diploma in Modelling and Sculpture Certificate in Advertising Certificate in Applied Art Certificate in Dress Design Certificate in Furniture Design Certificate in Interior Decoration Certificate in Photography Certificate in Pottery Making

Chemistry Diploma in Sugar Chemistry Diploma in Industrial Chemistry Certificate in Laboratory Technology

Commerce Full Day Commercial Course Full Day Stenotypists Course Certificate in Accountancy Certificate in Cost Accountancy Certificate in Secretarial Certificate in Management Certificate in Personnel Administration Certificate in Printing Administration Certificate in Purchasing and Supply Management Certificate in Supervision Certificate in Transport Administration Certificate in Work Study

Engineering Associate Diploma, Diploma, Certificate in Civil

Engineering Associate Diploma, Diploma, Certificate in Electrical

Engineering Associate Diploma, Diploma, Certificate in Mechanical

Engineering Certificate in Engineering Drafting Certificate in Survey Drafting Certificate in Television Receiver Servicing Certificate in Engineering Surveying

Home Science Diploma in Home Science

Mining I — Coal Mining

Diploma in Coal Mining Certificate for Colliery Managers Certificate for Mine Electricians Certificate for Mine Surveyors (Coal)

I I — Metal Mining Certificate in Assaying Certificate in Geology Certificate in Mining Surveying (Metal)

Part I I — Apprent iceship Courses

General Information

Building Trades Bricklaying Carpentry and Joinery House Painting and Decorating Joiners' Machinists Leadhght Working and Glazing Plastering Plumbing Sign-writing and Lettering

Stonemasonry Terrazzo Floor Layers and Fixers of Terrazzo and Marble

Veneer Til ing (Floor and/or Wall)

Coach and Motor Trades Coach and Motor Body Building Coach and Motor Painting Coach and Motor Trimming Panel Beating

Electrical Trades Electrical Trades Electrical Fitters (Automotive) Electroplating Radio Mechanics

Furniture Trades Cabinet Making French Polishing Upholstering Wood Machining

Mechanical Trades Aircraft Mechanics, Ai r Frame Mechanics, and Ground

Engineers Blacksmithing Boilermaking Cash Register, Adding, Calculating, Bookkeeping, and

Other Similar Type Machine Mechanics Fitting and Turning Knitting Machine Mechanics, Sewing Machine

Mechanics, Loom Tuners and Wool Combers Motor Mechanics Moulding Patternmaking Refrigeration Mechanics or Servicemen Scalemaking Sheetmetal Working and Coppersmithing Typewriter Mechanics

Miscellaneous Trades Boatbuilding Boot Repairing Bread Baking Dental Mechanics Ladies' Hairdressing Jewellery Optical Mechanics Pastrycooking Shipwrighting Watchmaking

Printing Trades Bookbinding Composing Letterpress Machining Linotype Mechanics Lithography Photo Engraving Stereotyping

Railway Trades Blacksmiths and Springmakers Boilermakers Carriage Building and Wagon Building Coach Painters Coppersmiths and Sheetmetal Workers Electroplaters Fitters, Turners, Metal Machinists and Motor Mechanics Moulders

89

Patternmakers Toolmakers Wood Machinists

Apprenticeship Courses Available by Correspondence

Part I I I — O t h e r Courses

General Information

Commerce Bookkeeping and Accounts Shorthand Typewriting Automotive Replacement Parts Salesman Industrial Safety Insurance Institute Preparatory Supervision Real Estate and Valuation Salesmanship — Principles and Practice Training Within Industry Work Methods Development and Improvement

Hobby Art Automotive Electrical Home Science Mechanical Plumbing Printing Woodworking

Special Purpose Aircraft and Allied Trades Building Chemistry Electrical Engineering General Hairdressing Refresher Librananship Mining (Preliminary) Optometry Petroleum Pharmacy Plumbing Post Apprenticeship Sheep and Wool Woodwork

Correspondence Art Building Clerk of Petty Sessions and Stipendiary Magistrate

Examinations Literary Mathematics Rural Home Science Technical Type Courses Commercial Insurance Local Government Real Estate and Valuation

Source Handbook of Courses, Technical Education Branch, Department of Education, Queensland, July 1960

Appendix 5: Head Office staff, 1987

Division of Technical and Further Education

Director J Swan, B Sc Tech (Ind Chem )

Deputy Director (Education Services) P L Tait, B Ed , Grad Dip Sch Admin , Dip M E E

Deputy Director (Planning and Development) N T Pyle, B E (Elec ), Ph D (Lancaster), Cert Pub Admin

Assistant Director (TAFE Curriculum Services) J C Stevenson, B Sc , B Econ , Ph D

Assistant Director (Staffing and Services) J A Ramsay, Dip M E E , Assoc Dip E E , Grad Dip Bus Admin

Assistant Director (Resource Management) M I Csurhes, BSc

Inspectors of TAFE Colleges PE Burroughs, B Ed St, M Ed (Alberta) — to September 1987

K I Wardrop, Ass Dip M E — acting from September to November 1987

S F Sielaff, B Bus , M Ed Admin , Cert Mech Eng

G J Bowness, Grad Dip Ed Admin , Dip M E E

W N Hird, M Ed (Hull), Adv Dip Ed (Cantab)

G L Holmes, B Ed St, M Ed Ad , Cert Elec Eng

R G Dunghson, B Sc , M A , Dip Ed — from November 1987

R A Sullivan, B A , M Ed — from November 1987

G M Young, B E d , D i p T , Grad Dip Comp Ed — from November 1987

A J Bowen, BTech (Elect ), B Ed St — from November 1987

E S Jesienowski, B Sc , Dip Cont Ed — from November 1987

D M Clacherty, B A — from November 1987

Supervisor, TAFE Operations V J Caulfield, B Ed , Grad Dip Ed Admin , Cert Elec Eng — to October 1987

H E Parker, B A (Hons ), Ph D , M A (Ed ), Dip Ed — from October 1987

90

Principal Education Officer, Grade I I (Staffing and Services) G M Young, BEd , D i p T , Grad Dip Comp Ed — to November 1987

JVV Fletcher, B Ed , Grad Dip Sch Admin — acting from November 1987

Principal Education Officer, Grade I I (Buildings and Accommodation) K S Crump, M Urb &Reg Pig , B Arch

Principal Education Officer, Grade I I (Financial Administration) D Gillingham, M Sc

Principal Education Officers, Grade I I (Curriculum) B R G Hutchison, B A , Grad Dip Sch Admin , D ipY and B M , D i p T , Cert Mech Eng

B R Eaton, B A , M Ed St

Principal Education Officer, Grade I I (Professional Development) C V Robertson, B Sc (Hons ), B E d St

Principal Education Officer, Grade I I (State Resource Materials Centre) L C Dobson, B A (Hons ), Dip Soc Sc

Source Annual Report of the Department of Education, Queensland, 1987, p 62

91

References

A b b r e v i a t i o n s

J O L John Oxley Library PP Parliamentary Papers QSA Queensland State Archives V&P Votes and Proceedings of the Legis­

lative Assembly QPD Queensland Parliamentary Debates Reminiscences A l l reminiscences referred to were

recorded by Brian McKeenng , South Brisbane College of T A F E

Report Where this appears as a single-word reference, it has been used as an abbreviation for the following Annual Report of the Secretary/Minister for Public Instruction/Education (Queensland), up to 1987, Annual Report of the Department of Employ­ment, Vocational Education and Training, 1987-1988 and 1988-1989, Annual Report of the Bureau of Employment, Vocational and Further Education and Training, 1989-1990

1. Early developments, 1860-1900 1 J Laverty, 'The Queensland Economy 1860-1915', in

D J Murphy and others (editors), Prelude to Power, University of Queensland Press, St Lucia, Queensland, 1970, pp 28-37 R Lawson, Brisbane in the 1890s A Study of an Australian Urban Society, University of Queensland Press, St Lucia, Queensland, 1973, pp 50-1

2 W Ross Johnston, The Call of the Land A History of Queensland to the Present Day, Jacaranda, Brisbane, 1982, Chapters 6, 9 Ross Fitzgerald, From the Dreaming to 1915 A History of Queensland, University of Queensland Press, St Lucia, Queensland, 1982, Part 2, Chapter 6

3 J Laverty, op at , pp 28-9 Stephen Murray Smith, A History of Technical Education in Australia, with a special reference to the period before 1914, Ph D thesis, University of Melbourne, 1966, p 565

4 Reference for the section, 'Ideology' E Clarke, The Establishment of the University of Queensland, M A (Qual) thesis, University of Queensland, 1973, pp 8-15

5 R Lawson, op at , pp 24, 60, 62 'Technical Instruc­tion', The Queenslander, 1 December 1900, p 1112

6 Royal Commission on Shops, Factories and Workshops

of the Colony, Report, pp 57, 134, 227, in V&P, Vol 2, 1891 QPD, Vol 58, 1889, pp 1766-7

7 R Lawson, op at , p 52 Brisbane Technical College Prize Giving, 1900, O M 64-15, J O L

8 H C Barnard, A History of English Education from 1760, University of London, London, pp 88-91

9 Adrian Bnstow, Inside the Colleges of Further Education, H M S O , London, 1970, p 132

10 B K Hyams and B Bessant, Schools for the People'' An Introduction to the History of State Education in Australia, Longman, Camberwell, 1972, pp 28-9

11 The Queenslander, 3 August 1867, p 7 12 The Queenslander, 19 October 1867, p 6, 11 Apri l 1868,

p 6, 15 April 1868, p 2, 16 October 1869 13 The Queenslander, 4 March 1871, p 64, 4 November 1871,

p 4, 2 March 1872, p 6, 9 March 1872, p 4 14 77a? Queenslander, 22 June 1872, p 3 15 H J Gibney, 'Charles Lilley', Australian Dictionary of

Biography, Vol 5, Carlton, Melbourne University Press, Carlton, Victoria, 1974, pp 86-8

16 R B Joyce, 'John Douglas', Australian Dwtwnary of Biography, Vol 4, pp 89-91

17 J T Cleary, The North Brisbane School of Arts, 1849-1899, B A thesis, University of Queensland, Brisbane, 1967, pp 124-5

18 R B Joyce, op a t , p 90 19 The Brisbane Courier, 15 August 1882 20 Minutes of North Brisbane School of Arts, J O L 21 The Queenslander, 12 October 1872, p 3 22 Minutes of North Brisbane School of Arts, J O L 23 Greg Logan, A Centenary of History of Home Economics

Education in Queensland, 1881-1981, Department of Education, Brisbane, 1981, pp 1-2

24 The Queenslander, 22 June 1872, p 3 25 The Brisbane Courier, 22 September 1890 The Queenslander,

27 September 1890 26 Royal Commission into the Educational Institutions of

the Colony, Report, 1875, pp 154-6, 160-1, 174-5 27 J T Cleary, op at , pp 138-49 28 Minutes of North Bnsbane School of Arts, 1872-73,

J O L 29 J T Cleary, at , p 155 Pugh's Almanac, 1877-1882 30 The Queenslander, 29 November 1873, article and letter to

editor, 10 October 1874, p 7, 19 June 1875, p 6, 26 June 1875, p 4, 29 April 1876, p 16, 1 January 1877, p 17, 16 January 1878, p 24, 2 October 1880, p 524,16 June 1899, p 16

31 Minutes of North Bnsbane School of Arts, J O L 32 ibid 33 The Queenslander, 16 July 1881, p 84 34 Minutes of North Brisbane School of Arts, JOL

A/16251, QSA

92

35 QPD, Vol 38, 1882, pp 1134-7 36 Minutes of North Brisbane School of Arts, JOL 37 The Brisbane Courier, 14 August 1882 38 The Brisbane Courier, 15 August 1882 39 The Brisbane Courier, 20 October 1882 40 See remarks by R A Wearne, The Sun, 2 October 1921,

and D Eghnton, The Brisbane Courier, 15 October 1921 Application of D Eghnton in University of Queens­land Registrar of Applicants, EDU/44, QSA

41 QPD, Vol 62, 1890, p 1370 42 QPD, Vol 62, 1890, pp 1369-70 43 ibid 44 The Queenslander, 1 December 1900, pp 1112-13 45 Brisbane Technical College, Report, 1890, in V&P, 1891 46 Royal Commission on Shops, Factories, and Work­

shops of the Colony, Report, 1890, p xh 47 QPD, Vol 65, 1891, p 1582 48 A/16251, QSA 49 QPD, Vol 74, 1895, p 1201, Vol 83, 1899, p 1370 50 The Evening Observer, 6 March 1900 51 Report, 1889, p 28 52 See, for example, QPD, Vol 41, 1884, p 526 53 Brisbane School of Arts, Report, 1886, EDU/A 338,

CTC, QSA 54 Brisbane School of Arts, Report, 1888, EDU/A 338,

CTC, QSA 55 EDU/A 338, CTC, QSA 56 Brisbane School of Arts, Reports, EDU/A 338, CTC,

QSA 57 QPD, Vol 58, 1889, p 1767 58 Brisbane School of Arts, Report, 1883, 1886, EDU/A

338, CTC, QSA The Brisbane Courier, 17 January 1883 59 Brisbane School of Arts, Report, 1883-89, EDU/A 338,

CTC, QSA 60 Brisbane Technical College Circular of General Infor

mation, 1895, A/16253, QSA 61 Technical Education Superintendent Applicants,

EDU/45, QSA 62 Brisbane School of Arts Minute Books, 1896-97, J O L

Report of Sub Committee of Technical Education, 1897, A/16253, QSA QPD, Vol 80, 1898, p 1356

63 QPD, Vol 80, 1898, pp 1355-9, 1373-9 64 Bnsbane Technical College Circular of General Infor

mation, 1895, A/16253, QSA Brisbane Technical Col lege, Report, 1900-01, A/16255 (also in PP 1902), QSA

65 Brisbane Technical College Calendars, A/16251-16253, QSA

66 A/16251, QSA 67 O M 64-5, Brisbane Technical College, JOL 68 Report of Sub Committee, 1897, A/16253, QSA

Brisbane Technical College, Report, 1900-01, A/16255, QSA

69 Brisbane Technical College, Report, 1890, in V&P, 1891 Special Report on the Brisbane Technical College, in The Royal Commission on the University of Queensland, Report, 1891, p 163 Brisbane Technical College Report, 1895, O M 64-15, Brisbane Technical College, JOL

70 Brisbane Technical College, Report, 1890, O M 64-15, BTC, JOL Sub Committee Special Report, 1897, A/16253, QSA

71 Report of the Sub Committee, 1897, A/16253, QSA Brisbane Technical College, Report, 1900-01, QSA A/16255, QSA

72 Brisbane Technical College, Report, 1900-01, A/16255, QSA

73 Reports in O M 64-15, Brisbane Technical College, JOL Bnsbane Technical College Report, 1900-01, in

PP, 1902 Brisbane Technical College Calendar, 1898, A/16253, QSA The Observer, 6 March 1900 The Queenslander, 7 November 1891, p 901

74 Brisbane Technical College, Report, 1900-01, p 4, in PP, 1902

75 During the 1890s, the average wage for a tradesman was £150

76 Brisbane Technical College, Report, 1900-01, in PP, 1902

77 The Observer, 6 March 1900 78 Bnsbane Technical College, Report, 1900-01, in PP,

1902 79 ibid 80 Brisbane Technical College Calendar, 1898, A/16253,

QSA 81 Prize Giving, 1899, delivered on 19 May 1900, O M

64-15, Brisbane Technical College, J O L Brisbane Technical College Circular of General Information, 1895, A/16253, QSA

82 Circular of General Information, 1895 Brisbane Technical College Report, 1900-01, in PP, 1902

83 Circular of General Information, 1895, A/16253, QSA Brisbane Technical College, Report, 1900-01, in PP, 1902 Prize Giving for 1899 delivered 19 May 1900, O M 64-15, Brisbane Technical College, J O L Royal Commission on the University of Queensland, Report, 1891, p 28

84 QPD, Vol 74, 1895, p 1201 85 S Murray-Smith, op at , p 577 86 A/16253, QSA Brisbane Technical College, Report,

1900-01, in PP, 1902 87 S Murray-Smith, op at , tables on pp 606, 608

Brisbane Technical College, Report, 1890, O M 64-15, Brisbane Technical College, J O L Brisbane Technical College, Report, 1900-01, in PP, 1902

88 Brisbane Technical College, Report, 1893, 1895 Annual Prize Giving for 1896, O M 64-15, Brisbane Technical College, J O L Brisbane Technical College, Report, 1900-01, in PP, 1902

89 S Murray-Smith, op at , p 583 90 The Evening Observer, 6 March 1900 91 For full history, see B McKeenng, History of South

Brisbane College of Technical and Further Education, Boolarong Publications, Brisbane, 1988

92 A/16251, QSA South Brisbane Technical College Calendar, 1902, A/16292, QSA

93 S Murray Smith, op at , p 593 94 A/16251, QSA 95 ibid 96 The Queenslander, 19 January 1901, p 123 of Supplement 97 QPD, Vol 72, 1894, p 1258 98 The Queenslander, 23 Apri l 1887, p 666 99 QPD, Vol 72, 1894, pp 983-5

100 A/16251-4, QSA

2. The Government takes control, 1901-1918

1 J Laverty, op at , p 40 W Ross Johnston, op at , pp 160-1

2 J Laverty, op at , pp 29, 32 3 W F Connell, A History of Education in the Twentieth Century

World, Canberra, Curriculum Development Centre, 1980, pp 7, 9

4 W F Connell, op at , p 21 5 J Dalton, in Murphy, op at , p 24 6 Edward Bellamy, Equality, Socialist Labour Party,

93

Sydney, 1943 Edward Bellamy, Looking Back, Socialist Labour Party, Sydney, 1943

7 W Ross Johnston, op at , pp 150-1 8 Stephen Murray-Smith, op at , pp 601-2 9 Departmental Memo, 25 March 1992, A/16256, QSA

10 ibid 11 ibid 12 ibid 13 Memorandum on Board of Technical Education by

John Story, 4 March 1903, A/16256, QSA 14 QPD, Vol 88, 1901, p 2214, Vol 90, 1902, pp 1569-70 15 Stephen Murray Smith, op at , pp 937-9 16 Telegraph, 5 March 1903 17 The Brisbane Courier, 5 March 1903 Telegraph, 5 March,

1903 18 A/16257, QSA 19 A/16256, QSA 20 QPD, Vol 91, 1903, p 996 21 A/16256, QSA 22 D Green, The Growth of State Controlled Vocational

Education in Queensland under Leonard Morns, 1909-1938, M Ed Studies thesis, University of Queensland, 1986, pp 13-15 QPD, Vol 92, 1904, pp 283-4 The Daily Mail, 6 May 1904

23 A/16257, QSA Green, op at , p 9 The Brisbane Courier, 3 September 1904

24 The Brisbane Courier, 13 July 1904 The Brisbane Courier, 5 September 1904

25 A/16256, QSA 26 The Brisbane Courier, 23 February 1904 27 QPD, Vol 93, 1904, pp 1203, 1293-7 28 A/16256-7, EDU/A 340, CTC, QSA 29 Report, 1904 (published in 1905) 30 Report, 1904 31 Letter dated 14 March 1905, A/16292, QSA 32 Applicants for position of Superintendent of Technical

Education, EDU/45, QSA 33 PP, Vol 2, 1905, pp 337-8 34 ibid , p 337 35 Blue Book, 1905 36 A similar opinion is expressed in Green, op at , p 12 37 Derived from Technical Education Various Files, QSA 38 Stephen Murray Smith, op at , pp 938-9 39 The Daily Mail, 9 September 1904, 16 November 1904 40 A/16257, QSA 41 The Daily Mail, 25 November 1904 42 A/16256-7, EDU/A 339, CTC, passim, QSA 43 A/16257, QSA 44 A/16256, QSA 45 EDU/A 339, CTC, QSA 46 EDU/A 340, CTC, QSA The Brisbane Courier, 1 July

1905 47 A/16258, QSA 48 Report, 1905, p 79 49 A/16419, QSA 50 Report on Technical Colleges, 1906, A/16259, Charters

Towers Technical College, A/16326, QSA 51 EDU/A 339, CTC, QSA 52 A/16257, QSA 53 Charters Towers Technical College, A/16326, QSA 54 South Brisbane Technical College, A/16292, QSA 55 Reports on Technical Colleges, 1905 A/16419, QSA 56 D Green, op at , p 4 57 Report, 1906, pp 27, 79 58 O M 64-15, Brisbane Technical College, J O L 59 QPD, Vol 99, 1907, pp 803-5 60 ibid , pp 803-10 61 QPD, Vol 99, 1907, pp 820-37, Vol 100, 1907,

pp 1200-10, 1344, 1493-8 62 Technical College Conference Resolutions, A/16259,

QSA 63 Speech at 1908 Annual Teachers' Conference, reported

in 77K? Queenslander, 18 January 1908, p 42 64 Applications for position of Superintendent of

Techmcal Education, EDU/45, QSA 65 Civil Service List for 1917, J O L 66 Technical Education files, 1905-18, Analysis of

minutes, reports and recommendations, A/16256-64, QSA

67 A/16264, QSA 68 Technical Education Various, 1905-18, A/16256-64,

QSA 69 Report, 1909, pp 29, 95, 1912, p 138, 1915, p 165 70 Confidential Memo, 27 October 1913, Q U Various,

1913, QSA 71 September Report, 1918, A/16264, QSA 72 A/16260, QSA 73 Reports by Story and Morns related to Proposed

Technical Education Bill, dated 16 April , 18 June, 4 September 1918, A/16264, QSA

74 Supplementary Report on Proposed Takeover of Technical Colleges, September 1918, A/16264, QSA

75 QPD, Vol 130, 1918, pp 1403-8 76 ibid, p 1411 77 The Daily Mail, 16 August 1918 The Brisbane Courier, 16,

17 August 1918 The Daily Standard, 17 August 1918 Telegraph, 17 August 1918

78 Telegraph, 20, 24 July 1918 The Brisbane Courier, 21 June, 20 July 1918 The Daily Standard, 3 July, 7 August 1918

79 Telegraph, 17 August 1918 80 See Statistics Sections in Reports 81 Report, 1907, p 81 82 QPD, Vol 128, 1917, p 3362 83 Report, 1906, p 28, 1916, p 131 The Brisbane Courier, 16

March, 1917 QPD, 1911-12, Vol 109, p 1772 Brisbane Technical College Report, 1906, A/16259, QSA

84 Derived from statistical tables, Reports, 1907-18 85 Report, 1906, p 80 Telegraph, 4 Apri l , 1917 86 O M 66-15, BTC, J O L Warwick Technical College,

A/16492, QSA The Daily Mail, 16 August 1912 87 Report, 1913, p 127, 1914, p 134 88 Report, 1910, p 111, 1912, p 135 A/16264, QSA 89 Report, 1915, pp 19, 23 H F Hardacre's speech at the

1918 Annual Conference of Technical Colleges reported in the Telegraph, 15 August 1918

90 Report, 1910, p 111, 1911, p 113, 1915, pp 19-21 L C Morris, 'The Place of Technical Education in the Training of the Future Citizen', The Brisbane Courier, 6 June 1910 James Blair, Minister for Education, in the Telegraph, 13 August 1914

91 See comments in The Daily Standard, 2 December 1915, The Brisbane Courier, 25 August 1916, The Daily Mad, 23 January 1917, Professor Gibson in The Daily Mad, 16 August 1912 Chambers of Commerce of the Com­monwealth Conference, 19 September 1916 A/16263, QSA

92 L C Morris in a speech at the Annual Conference of Technical Colleges, 1918, A/16264, QSA

93 The Daily Standard, 16 August 1918 Stephen Murray Smith, op at , pp 947-8

94 Report, 1906, p 82, 1907, p 79, 1908, p 80 95 Report dated 21 March 1906, A/16258, QSA 96 Reports by Riddell and Story dated 29 August 1905,

A/16256, QSA 97 See analysis of number of students per subject in

Reports on Technical Education in Reports, 1905-18

94

98 1918 Technical Education Conference, A/16264, QSA 99 Annual Conference of Technical Colleges, 1917,

A/16263, QSA 100 The Daily Standard, 16 August 1918 101 Report, 1917, pp 18-25 102 A/16264, QSA 103 A/16264, QSA 104 A/16265, QSA 105 EDU/16259-60, QSA The Brisbane Courier, 17 August

1912 106 Report, 1915, p 134, 1916, p 166 Queensland Grazier, 8

December 1916 107 Report, 1907, p 80, 1916, p 131 Queensland Times, 8 May

1914 108 EC Barton, 'Aspects of Technical Education from a

Queensland Point of View', in Twelfth Annual Meeting of the Australasian Association for the Ad­vancement of Science held at Brisbane, 1909, Report, Brisbane, Government Printer, 1910, p 794 L C Mor ns, in Report, 1910, p 110 L C Morris in The Daily Stan­dard, 16 August 1918

109 Report, 1906, p 81 110 Report, 1906, p 82, 1909, p 95, 1914, p 135 111 Report, 1908, p 16, 1914, p 138 112 A/16262, QSA The Brisbane Courier, 14 August 1915 113 Report of 1917 Annual Conference of Technical Col­

leges in Telegraph, 19 August 1917 114 Minute by D Ewart, Director of Education, dated 3

July 1905, EDU/A 340, CTC, QSA 115 Report, 1909, p 99, 1911, p 24 116 Report, 1917, p 19 117 Report, 1918, p 21 118 See, for example, Barton, op c i t ,p 793, L C Morns in

Report, 1910, p 96 and Report, 1913, pp 126-7, Professor Gibson in The Brisbane Courier, 30 August 1912, Report of Departmental Committee on Trade Training in Report, 1915, p 21, R A Wearne, Principal of Ipswich Technical College, a n d j Maher, representative of the Brisbane Chamber of Manufacturers at a W E A Con ference, in The Daily Mail, 23 November 1918

119 Report, 1916, pp 19-20 120 The Brisbane Courier, 22 May 1916 121 Report, 1917, p 136 122 See, for example, statements made by Herbert

Hardacre, Herbert McPhail, and David Gledson in QPD, 1917, Vol 128, pp 3363-4, 3369, Representatives of the Brisbane Industrial Council, The Daily Mail, 23 November, 1918

123 See, for example, R A Wearne in The Brisbane Courier, 10 October 1912, Professor Gibson in The Brisbane Courier, 31 August 1912, Mrs J S Kerr at the Annual Meeting of the National Council of Women in The Brisbane Courier, 28 August 1913, editorials and com ments in The Brisbane Courier, 18 August 1913, 30 August 1913, 29 Apri l 1914, 23 May 1916, W H Barnes and E W H Fowles in QPD, Vol 130, 1918, pp 1412,1931

124 The Brisbane Courier, 14 July 1916 125 The Daily Standard, 22 November 1918 126 Report, 1916, p 134 The Brisbane Courier, 25 August 1916 127 The Daily Standard, 26 November 1918 128 L C Morris, 'Place of Technical Education in the

Training of the Future Citizen', The Brisbane Courier, 6 June 1910 Report, 1911, p 115, 1913, pp 18, 127

129 Report, 1915, p 21 130 The Brisbane Courier, 16 November 1916 131 Report, 1916, p 134, 1917, p 135 The Daily Standard, 4, 5

December 1918 132 R A Wearne, 'Annual Presentation of Prizes at

Ipswich Technical College', in 77i* Brisbane Courier, 22 May 1916 Editorial, The Brisbane Courier, 22 May 1916 'Pedagogue', The Daily Standard, 22 November 1917 R A Wearne at W E A Conference on Technical Education in The Daily Mail, 23 November 1918 1918 Annual Conference of Technical Colleges, The Brisbane Courier, 16 August 1918 QSA, Report of R M c L Riddell's speech at the 1918 Conference of Technical Colleges, EDU/16264, QSA

133 A/16264, QSA The Daily Standard, 16 August 1918 134 1918 Annual Conference of Technical Colleges,

A/16264, QSA Telegraph, 17 August 1918 135 Derived from statistics, Report of Superintendent of

Technical Education, Report, 1905, 1918 Report, 1917, p 19

136 The Brisbane Courier, 14 September 1917 EDU/A 348, CTC, QSA For a detailed history of the teaching of Domestic Science, see G Logan, op at

137 A/16292, QSA 138 EDU/A 342, CTC, QSA 139 The Brisbane Courier, 6 December 1918 140 Report, 1910, pp 95-6, 109, 120, 1918, p 136 141 The Daily Mail, 23 January 1917 142 A/16492, QSA 143 A/16260, QSA Report, 1910, p 109 144 Report, 1911, p 114 145 The Daily Mail, 16 August 1912 146 Report, 1911, p 119 147 The Daily Standard, 2 2 November 1918 148 Report, 1916, p 130, 1917, p 22 149 1918 Annual Conference of Technical Colleges, The

Daily Standard, 16 August 1918 150 Telegraph, 13 June 1918 Report, 1916, p 130, 1918, p 132

Correspondence from MrsJ Berry, 12 December 1918, EDU/A 348 CTC, QSA

151 Report, 1915, p 162 Telegraph, 19 August 1917 152 D Green, op at , p 37 153 Report, 1916, pp 130-1, 1917, pp 131, 136, 1918, p 133

For a very full account see Green, op at 154 Report, 1918, p 131 The Daily Mail, 26 February 1915 155 QPD,Vol 128, 1917, p 3373 156 Report, 1912, p 139 This date appears incorrectly as

1911 in many secondary sources 157 Report, 1913, p 131, 1914, p 138 158 The Daily Standard, 22,23 August 1918 159 Derived from Technical Education Various Files, QSA,

and Reports 160 Report, 1909, p 98 161 Report, 1911, p 113

3. Gradual expansion, 1919-1943 1 W Ross Johnston, op at , pp 166-7, 170, 183-4 2 QPD, Vol 183, 1944-45, p 1473 3 W Ross Johnston, op at pp 165, 167 4 Report, 1920, p 64, 1923, p 13, 1924, p 120, 1926,

p 134, 1927, p 128, 1929, pp 137, 140, 1934, p 64, 1936, p 52

5 Report, 1919, p 126, 1920, p 68, 1921, pp 77, 79, 1928, pp 141-2, 1930, p 78, 1932, p 64, 1935, p 74 L Morris, History of Apprenticeship, Typescript, 1936?, PP 11, 13

6 Report, 1929, p 139, 1931, p 50, 1932, p 64, 1934, p 61 7 Telegraph, 12 December 1929 8 Report, 1932, p 64, 1935, p 72, 1937, p 48 The Brisbane

Courier, 1 December 1931 9 QPD, Vol 175, 1939, pp 1438-9

95

10 See Technical Education and CTC Various and Staff Files, QSA

11 Reminiscences of Ivan Holm recorded by Brian McKeenng

12 Greg Logan, op at , pp 38-9 13 Public Service Lists for 1924, QSA 14 EDU/A 363, QSA 15 EDU/A 363, QSA 16 Comments made by McKenna, 3 October 1928 in

CTC Various files, EDU/A 363, QSA 17 Cases may be found in EDU/A 367-76, CTC, EDU/A

108, Apprenticeship Training, QSA 18 EDU/A 372, QSA 19 Report, 1919, p 128, 1922, p 96, 1924, p 121 20 Evening News (Rockhampton), 31 October 1922 21 Report, 1923, p 110 22 Report, 1923, p 109, 1924, p 121, 1928, p 138 23 EDU/A 360-3 Report, 1922, p 97, 1933, p 49 24 EDU/A 363, QSA 25 PE Hack, The Ipswich Technical College — Sixty

Years of Local Control, Typescript, 15 October 1965, P 12

26 The Brisbane Courier, 12 October 1932 A/16275, QSA 27 Report, 1937, p 49 K S Cunningham, G A Mclntyre,

and W C Radford, Review of Education in Australia, 1938, Melbourne University Press, Melbourne, p 120

28 Report, 1920, p 66, 1923, p 111 29 Report, 1923, p 112, 1928, p 143 30 Report dated 18 December 1939, EDU/A 376, QSA 31 Report, 1923, p 111, 1928, pp 142-3 EDU/A 366, QSA

D Green, op at , p 60 32 Reminiscences of Edgar Hiley, Harry Ruddy 33 A/16265, QSA 34 The Daily Mail, 5 December 1923 35 Report, 1920, p 64 36 Report, 1920, p 63, 1921, p 80 37 Report, 1937, p 50 38 Cloncurry State School files, QSA 39 Report, 1919, pp 20, 127 40 David Green, op at , pp 122-3 41 R A Wearne, Principal of CTC, in The Brisbane Courier,

4 March 1927 42 The Brisbane Courier, 19 June 1928 43 The Courier Mad, 17 July 193 7 44 Syllabus of Courses of Instruction in Technical Colleges, 1925 45 Report, 1950, p 36 46 The Brisbane Courier, 28 October 1919 47 Statement by L Morris, A/12167, QSA 48 The Daily Standard, 28 July 1921 49 The Brisbane Courier, 9 May 1923 50 Report, 1920, p 64 51 The Daily Mail, 15 August 1921 52 The Brisbane Courier, 28 October 1919, 13 July 1920, 7

December 1920, 28 July 1921, 2 Apri l 1923 53 The Brisbane Courier, 26 May 1921, 25, 28 July 1921 54 The Daily Standard, 11 May 1923, 20 August 1923 The

Daily Mail, 1 August 1921 55 Telegraph, 18 November 1922 56 Report, 1920, p 64 R A Wearne, CTC Annual Prize

Distribution, The Daily Mail, 9 December 1921 The Brisbane Courier, 10 October 1922

57 EDU/A 352, QSA 58 Report, 1922, pp 97-9 See also The Brisbane Courier, 13

August, 27 September 1921, The Daily Mail, 29 August 1921

59 W Forgan-Smith, QPD, Vol 143, 1924, p 228 60 Report, 1923, p 111 The Daily Standard, 25 September

1923 The Brisbane Courier, 26 September 1923

61 Report, 1924, p 122 62 Report, 1924, p 120, 1928, p 141 The Brisbane Courier, 5

February 1926 63 Report, 1928, p 142 64 L Morns, History of Apprenticeship, Typescript,

1936?, p 21 65 Telegraph, 17 March 1922 The Daily Standard, 11 June

1924, 6 December 1929 The Brisbane Courier, 3 May 1924, 12 June 1924

66 Report, 1924, p 123, 1926, p 129 67 1941 State Education Convention, Report, Typescript,

p 98 68 Principal's Annual Report, EDU/A 363, QSA < 69 EDU/A 107, Apprenticeship Training, QSA 70 Memo from J Hi l l to L Morris, 29 9 30, EDU/A 109

Apprenticeship Training, QSA 71 Examples of this appear in EDU/A 102-6, Appren­

ticeship Training, QSA 72 Report, 1950, p 36 73 EDU/A 98 Apprenticeship Training, 1920-22, QSA

EDU/A 354, 364, CTC, QSA 74 Report, 1929, p 137 The Daily Mail, 13, 16 December

1929 75 EDU/A 103, 106, Apprenticeship Training, QSA 76 Report, 1930, p 76 77 Report by Principal, CTC, 15 October 1930, EDU/A

366, QSA 78 Report, 1936, p 52 79 Report, 1921, pp 78-9 EDU/A 357, QSA 80 Report, 1928, p 130, 1929, pp 136-7 81 Report, 1933, p 49 82 Report, 1922, p 100 83 Principal's Report for 1924, EDU/A 363, QSA 84 The Brisbane Courier, 12 February 1925 85 Report, 1919, p 19 86 Annual Report of the Principal, CTC, 1931, EDU/A

369 87 L Morris, Paper read at Annual Conference of

Technical Colleges, 1920, A/16265, QSA 88 The Daily Mail, 9 December 1921, 10 October 1922

Report by L Morris, 1923, EDU/A 358, QSA Report, 1926, p 134, 1928, p 140

89 Report, 1933, p 49, 1938, p 48 90 Report, 1934, p 62 91 Report, 1935, p 74 92 Report, 1920, p 67' 93 The Department of Public Instruction, State Education in

Queensland, Brisbane, Government Printer, 1937^ p 59 94 QPD, Vol 34, 1919-20, p 2528 95 Greg Logan, op at , p 14 96 Report, 1937, p 48 97 Greg Logan, op at , p 25 The Daily Standard, 29

October 1919 Report, 1920, p 67, 1933, p 49 98 Report, 1925, p 128 The Brisbane Courier, 5 November

1920 99 EDU/A 363, QSA

100 Report, 1921, p 80, 1922, p 85 EDU/A 357, QSA Note The date 1921 often given elsewhere is incorrect

101 The Daily Standard, 9 May 1919 The Brisbane Courier, 27 May, 11 June 1919

102 A/16275, QSA 103 Report, 1931, p 49, 1932, p 65 Reports and cor

respondence relating to Unemployment Scheme, A/16275, QSA

104 A/16275, EDU/A 372, QSA 105 Letter dated 2 January 1933, A/16273, QSA Report,

1933, p 50 106 A/16275, QSA

107 A/16275, A/16279, QSA 108 EDU/A 371, 376, 377, QSA 109 Report by L Morns, 24 September 1923, EDU/A 358,

QSA 110 Report, 1924, p 123, 1927, pp 128-9 111 Report, 1935, p 74 112 Tech EoYVar, A/16282, QSA 113 The Daily Standard, 20 Apri l 1920 114 Report, 1931, p 52 EDU/A 371, QSA 115 Report by Principal of CTC, H McGilhvray, 8 May

1933, QSA 116 Reports of Board of Juvenile Employment in Report,

1935-40 117 The Daily Standard, 3 March 1936 118 D M Waddington, WC Radford, J A Keats, Review of

Education in Australia, Melbourne University Press, Melbourne, 1950, pp 131-2 Commonwealth State Appren ticeship Inquiry, Report, Government Printer, Melbourne, 1954, pp 72-3 See also comments by John Turner in QPD, Vol 183, 1944-45, p 1474

119 Report, 1942, p 10 120 Report, 1940, p 8, 1942, p 10 Commonwealth-State Appren

ticeship Inquiry Report Government Printer, Melbourne, 1954, p 72

121 Report, 1932, p 66 Statistics derived from Reports 122 The Daily Standard, 12 February 1927 123 EDU/A 364, QSA 124 Report dated 26 September 1928, EDU/A 364, QSA 125 EDU/A 363, QSA 126 Reminiscences of Edgar Hiley

4. The Cinderella image, 1944-1973 1 W Ross Johnston, op at , pp 170, 174-5 Common­

wealth-State Apprenticeship Inquiry, Report of Commit tee, Government Printer, Melbourne, pp 23-4 The Sunday Mad, 14 August 1951

2 W Ross Johnston, op at , pp 188-90 Survey of Needs for Technical Education in Queensland, 1971-1975, Department of Education, Queensland, Technical Education Branch, May 1972, Appendix The information in this survey subsequently appeared in A Submission to ACOTAFE, Australian Committee on Technical and Further Education, Department of Education, Queensland, 1974

3 QPD, Vol 239, 1964-65, pp 1080, 1516, 2132, 2135-6, 2140

4 Report, 1957, p 19 5 Report, 1958, p 20 Queensland Teachers' Journal,

Vol 68, 1963, pp 259-60 6 QPD, Vol 223, 1958-59, p 1961, Vol 239, 1964-65,

p 1081 7 The Brisbane Courier, 5 January 1933 8 Reminiscences of Edgar Hiley 9 The Education Times, Special Issue, 30 December 1983,

Educational History Unit, Department of Education 10 This is evidenced by reminiscences of TAFE officers

recorded by Brian McKeenng 11 Reminiscences of Clyde Gilmour 12 Reminiscences of Clyde Gilmour and Phil Hack 13 TEAC files held by QSA and Department of Education

show the process of delegated decision making 14 Reminiscences of Clyde Gilmour 15 Reminiscences of Dr Norm Pyle 16 Files, Educational History Unit, Department of

Education 17 Reminiscences of Edgar Hiley

18 Reminiscences of Arthur Mackenzie, Ed Mathams Report, 1987-88, p 24

19 Neil Marshall, Bureaucratic Politics, Personalities and Bargaining Policy Making and Organisational Change in Queensland's Institutes of Advanced Education, 1965-1971, P h D thesis, University of Queensland, 1984, pp 14-16

20 Reminiscences of Leo Talty in Mervyn D Taylor, An Outline History of the Building Teaching Staff of the Central Technical College, Brisbane, unpublished manuscript

21 Reminiscences of John Baxter, Leslie Greenhill 22 Reminiscences of Jack Gibney (Other references —

reminiscences of Colin Marsh and Ray MacDougall ) 23 Review of Education in Australia, 1955-1962, ACER,

Melbourne, 1964, p 240 24 Reminiscences of Jack Gibney, Ed Mathams, John

Ramsay 25 Report, 3 July 1957, T E C H ED/VAR, A/16284, QSA 26 Reminiscences of Dr Norm Pyle, Phil Hack, Pym

Hills, Edgar Hiley, Leslie Greenhill 27 Professional Officer, November 1959 28 QPD, Vol 234, 1962, p 1528 29 Reminiscences of Edgar Hiley 30 Reminiscences of Ray MacDougall 31 Report, 1973, p 27 32 Survey of Needs, 1972, p 6 33 Reminiscences of John Ramsay, Colin Marsh 34 Report, 1957, p 20, 1958, p 20 35 Report, 1961, p 9 36 Report, 1949, p 24 Neil Marshall, op at , p 103 The

Courier-Mail, 26 June 1962, 13 July 1963 37 Neil Marshall, op at , p 103 Report, 1961, p 9

Statements by Jack Pizzey in The Courier Mail, 26 June 1962, 13 July 1963

38 Report, 1957, p 22, 1960, p 7, 1965, p 9 Survey of Needs for Technical Education in Queensland, 1971-75 Department of Education, Queensland, Technical Education Branch, May 1972, p 8

39 Report, 1947, p 27 Reminiscences of Leslie Greenhill 40 PE Hack, The Ipswich Technical College — Sixty

Years of Local Control, typescript, 1956, pp 16-19 41 Report, 1956, p 25 42 Reminiscences of Ruth Don 43 This perception and the specific expressions was a

common feature of many of the reminiscences of retired officers of technical education recorded by Brian McKeenng Also referred to in reminiscences of Harry Hauenschild

44 Report, 1959, pp 20-1 45 Report, 1965, p 9, 1967, p 8 E R Treyvaud and J

McLaren, Equal but Cheaper the Development of Australian Colleges of Advanced Education, Melbourne University Press, Melbourne, 1976, pp 7-9

46 Report, 1963, p 10 47 The Courier-Mail, 13 July 1963 48 For example, see Cabinet decision, 2 August 1960, to

explore possibility to acquire further land in Mernvale Street to establish a separate South Brisbane Technical College, T E C H ED/VAR, A/1628, QSA

49 Report, 1964, p 5, 1965, pp 5, 9, 1967, p 9 50 Reminiscences of Clyde Gilmour 51 Report, 1964, p 5, 1965, pp 5, 9 52 Report, 1967, pp 9-10 53 Dr A M Fraser, 'The Institutes of Technology Their

Role in Tertiary Education', Quest, Vol 1, No 1, August 1967, pp 27-31

54 Cases cited in Neil Marshall, op at

97

55 Report, 1971, p 48 56 Report, 1970, pp 6-7 57 Reminiscences of Fred Beven 58 Report, 1965, p 9 'The present situation', in A Submis

sion to ACOTAFE, Australian Committee on Technical and Fur­ther Education, Department of Education, Queensland 1974, pp 16, 18

59 R M McDonnell, W C Radford, P M Staurenghi, Review of Education in Australia, 1948-1954, Melbourne, ACER, 1956, pp 50-2 Report, 1948, p 26

60 Apprenticeship Report of 1944 61 Report of D C Hamilton, 14 May 1945, EDU/A 134,

CTC, QSA Report, 1944, p 6 62 Commonwealth-State Apprenticeship Inquiry, Report,

March 1954, p 5 63 The Sunday Mail, 14 October 1951 64 Submission of the Principal Research and Guidance Officer,

Department of Public Instruction, Brisbane to the Commonwealth-State Apprenticeship Inquiry, 1952, pp 35-6, 72, 73-4, 76

65 Commonwealth-State Apprenticeship Inquiry, Report, pp 27, 54

66 Report, 1953, p 26 67 Statement by C K Evans, The Courier-Mail, 7

November 1957 68 QPD, Vol 223, 1958-59, p 1955 69 James D Rorrison, The Apprenticeship System Australian

Style Brisbane, Department of Employment, Voca tional Education and Training, 1988, p 14

70 Report, 1962, pp 7-8 71 Report, 1948, p 8 72 QPD, Vol 239, 1964-65, pp 1086-7 73 ibid 74 Reminiscences of Phil Hack 75 Report, 1963, p 10 76 James D Rorrison, op at , p 17 77 Report, 1975, p 27 78 Leslie G Greenhill, Promise and Performance The

Impact of the Kangan Recommendations on Educa tional Access to Queensland TAFE, 1975-1985, M Pub Admin dissertation, University of Queens land, 1985, p 101 Reminiscences of Peter Tait, Harry Hauenschild, Harry Ruddy

79 Reminiscences of Norma Davie 80 The Courier Mail, 6 June 1951 Reports of the Senate of

the University of Queensland in Report, 1951-55 Minute to Minister, 31 October 1956, T E C H ED/VAR, A/16283, QSA

81 Minute to Minister, 31 October 1956, T E C H ED/VAR, A/16283, QSA Letter to Minister from Institute of Engineers, 30 August 1957, T E C H ED/VAR, A/16284, QSA

82 Minute to the Minister, 31 October 1956, T E C H ED/VAR, A/16283, QSA Minute to the Minister, 12 February 1957, T E C H ED/VAR, A/16284, QSA Minute to the Minister, 3 November 1958, T E C H ED/VAR, A/16285, QSA

83 Report, 1957, pp 19-20 See also Report, 1953, p 26, for similar option

84 QPD, Vol 219, 1957-58, p 1205 Report, 1961, p 9, 1962, P 8

85 T E C H ED/VAR, A/16284, QSA 86 Telegraph, 27 May 1957 87 Telegraph, 27 February 1958 The Courier-Mad, 12 March

1958 88 Telegraph, 27 February 1958 89 Report, 1958, p 21, 1960, p 11 Handbook of Courses Con­

ducted by the Department of Education, Queensland, Technical

Education Branch, July 1960, pp 42-7 90 T E C H ED/VAR, A/16282, QSA 91 For other enrolments see Report, 1961, p 9 92 Reminiscences of Clyde Gilmour recorded by Brian

McKeenng 93 Report, 1951, p 27, 1952, p 23, 1953, pp 26-7 QPD,

Vol 202, 1951-52, p 1314 94 Report, 1958, p 22 95 Report, 1965, p 9, 1967, pp 8-9 96 Reminiscences of Peter Tait 97 Minute from H McGilhvray to Director-General,

L D Edwards, 22 May 1944, T E C H ED/VAR, A/16282, QSA

98 T E C H ED/VAR, A/16284, QSA 99 Report, 1958, p 23

100 Reported in Queensland Teachers' Journal, Vol 68, 1963, pp 259-60

101 Derived from Reports 102 Written reminiscences of Walter Gdhs held in E H U

Technical Education Files 103 Reminiscences of Jack Gibney 104 Reminiscences of Walter Gilhs

5. New concepts — TAFE, 1974-1987

1 Economic Profile, Queensland, Premier's Department, Queensland, April 1988, pp 9, 11, 12

2 Proposed Topics for the Department's Submission to the Committee of Inquiry into Education and Training, TAFE Division, Depart­ment of Education, March 1977, pp 44, 45, 47

3 The Australian, 18 June 1980 The Courier Mad, 24 July 1980

4 Economic Profile, Queensland, p 13 5 Nick Baikaloff, The Kangan Report — Promise and

Performance, Typescript, pp 9-10 Leslie G Greenhill, op at , p 8

6 Leslie G Greenhill, op at , p 1 7 Australian Committee on Technical and Further Educa­

tion, 1974 (Chairman M Kangan), TAFE in Australia, AGPS, Canberra, Vol 1, p xxxv

8 Australian Committee on Technical and Further Educa tion, 1975 (Chairman E Richardson), TAFE m Australia Second Report on Needs in Technical and Further Educa­tion, AGPS, Canberra, 1975

9 Report, 1975, p 26, 1977, p 21 10 Leslie G Greenhill, op at , p 110 11 Report, 1984, p 35 12 Report, 1986, p 43, 1987, p 34 13 'The present situation', in A Submission to ACOTAFE, pp

13-14, 'Future aims and objectives', pp 1-2 14 A Submission to ACOTAFE (Draft copy), Department of

Education, Queensland, April 1975, 1 1 1-1 1 3 15 Leslie G Greenhill, op a t , pp 39-40 Reminiscences of

Peter Tait 16 M H Bone, 'The Kangan Report', The Australian

Technical Teacher, February 1975, p 7 Reminiscences of Peter Tait

17 'Sixth Interim Report Post Secondary Education', in Select Committee on Education in Queensland, Report, Queensland Legislative Assembly, 1980

18 Leslie G Greenhill, op at , pp 53-4 19 Report, 1978, p 22 20 T i m Pankhurst, 'TAFE "not an employment bureau" ',

The Australian, 14 May 1980 21 Nick Baikaloff, op a t , p 25 Reminiscences of Arthur

Mackenzie, Peter Tait and Dr Norm Pyle

98

22 Reminiscences of Dr Norm Pyle 23 Report, 1975, p 28 Reminiscences of Dr Norm Pyle 24 Reminiscences of Peter Tait 25 Handbook of Technical and Further Education Colleges and Courses,

1982, pp 9-11 26 Leslie G Greenhill, op a t , p 103 27 Report, 1979, p 24, 1987, p 34 28 Reminiscences of Dr Norm Pyle 29 Report, 1975, p 28 Reminiscences of Ron Dunghson,

John Baxter, Bernie Stringer, Brian Crase and Nick Baikaloff

30 Reminiscences of Dr Norm Pyle 31 Report, 1975, p 28, 1978, p 25, 1985, p 48 32 Leslie G Greenhill, op at , p 84 33 Report, 1975, p 26 34 Report, 1976, p 21, 1979, p 24 The Courier-Mad, 22

September 1980 35 Report, 1976, p 23 36 The Development of Adult Education in Queensland, (The Thiele

Report) 1972, p 6 37 Report of The Board of Adult Education, 1977, p 19

Reminiscences of Peter Tait 38 Report of The Board of Adult Education, 1977, p 19 Report,

1979, p 25 39 Reminiscences of Frank Rider 40 Reminiscences of Peter Tait 41 Report, 1986, p 44 42 Leslie G Greenhill, op at , p 47 43 Leslie G Greenhill, op a t , p 55 44 Brisbane Technical College Evening Classes — CTC

Evening Classes — Evening Classes Department of the Teachers' Training College — Evening Tutorial Classes — Centres for Continuing Secondary Education

45 Report, 1985, p 48, 1987, p 34 46 Proposed Topics for the Department's Submission to the Committee of

Inquiry into Education and Training, Managerial Services Sec tion, TAFE Division, Department of Education, March 1977, p 15

47 Report, 1983, p 23 Handbooks of Technical and Further Education Colleges and Courses

48 Report, 1985, p 47 49 Report, 1986, p 44 50 Leslie G Greenhill, op at p 49 51 James D Rorrison, op a t , p 14 52 Proposed Topics for the Department's Submission to the Committee of

Inquiry into Education and Training, p 55

53 Reminiscences of Harry Hauenschild 54 Proposed Topics for the Department's Submission to the Committee of

Inquiry into Education and Training, pp 54-6 55 Leslie G Greenhill, op at , p 101 56 James D Rorrison, op at , p 15 57 Report, 1982, p 25, 1983, p 23 58 Gold Coast Bulletin, 7 May 1980, 7 December 1981, 12 Oc

tober 1982 Report, 1983, p 23 59 Report, 1977, p 22 60 Report, 1979, p 23 Leslie G Greenhill, op at , p 69 61 Report, 1984, p 34, 1985, p 50 62 Leslie G Greenhill, op at , pp 77-83 Southside News, 18

August 1987 James D Rorrison, op at , pp 26-7 63 Leslie G Greenhill, op at , pp 72-3 64 Derived from Reports, 1977-87

6. A time of constant change, 1987-1990 1 Report, 1987-88, p 31, 1988-89, p 21 2 Report, 1987-88, pp 7, 10 3 Report, 1987-88, pp 8, 15, 16, 1988-89, pp 8, 26 4 Report, 1987-88, pp 4-5 5 Program Statements State Budget, 1990-1991, Budget Paper No

3, Government Printer, Bnsbane, 1990, p 1 6 Report, 1988-89, p 6 7 Report, 1989-90, pp 3, 7 TAFE Policy Policy Initiatives of the

Goss Government, p 4 8 Statement by Nev Warburton, Minister for Employment,

Vocational Education, Training and Industrial Relations, Forte, October 1990, p 2

9 Report, 1989-1990, p 7 10 Forte, April 1990, p 2 11 Roy Wallace, 'Industry and award restructuring implica

tions for the Bureau', Forte, August 1990, p 2 12 Report, 1987-88, p 23 13 Report, 1987-88, p 23 14 Report, 1989-90, p 7 15 Report, 1988-89, p 13 16 Forte, August 1990, p 12 17 Fork, October 1990, p 5 18 Report, 1987-88, pp 19-20 19 Forte, October 1990, p 13 20 Forte, April 1990, p 7 21 Report, 1989-90, p 7

99

Library Digitised Collections

Author/s:

Clarke, Eddie

Title:

Technical and Further Education in Queensland: A History 1860-1990

Date:

1991

Persistent Link:

http://hdl.handle.net/11343/115515