> 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 Acknowledgments 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 Department of Education monograph belong to the author, and do not necessarily represent Keith Cordwell, when Senior Education Officer, Pro the views of the Department of Education motions and Investigations Branch, Division of TAFE, Titles published recommended that this history should be written Dr Corporal Punishment in Queensland State Schools (no 1, 1980) Norm Pyle, former Deputy Director (Planning and Sex Education in Queensland A History of the Debate 1900-1980 (no 2, Development) Division of TAFE, and Greg Logan, 1980) Manager, Educational History Unit, Department of Female Teachers in Queensland State Schools A History, 1860-1983 {no 3, 1985) Education, helped to keep the project on track Assessment m Queensland Secondary Schools Tivo Decades of Change, 1964-1983 (no 4, 1987) Education Regions in Queensland Towards a Philosophy and Practice, Bureau of Employment, Vocational and Further 1937-1988 {no 5, 1988) Education and Training Sex Education in Queensland A History of the Debate Since 1900 (no 6, 1991) Ian McGaw, Executive Director, and Ron Dunghson, Titles in preparation Acting Executive Director, Human Resources, Finance A History of Drug and Alcohol Education in Queensland, and Administration, were very supportive of the project 1880- 1990 Brian McKeenng, South Brisbane College of TAFE, Parents and the Community in Queensland State Education, collected reminiscences and illustrative material 1860-1990
Monographs on the History of Education in Queensland is a series also published by the Department of Education This series Past and present officers of TAFE and BEVFET examines significant aspects of Queensland's educational history Numerous officers willingly gave their time to provide reminiscences and illustrative material which proved Tides published A Centenary History of Home Economics Education in Queenslandver y useful 1881- 1981 (no 1, 1981) For permission to reproduce photographs and other State Education in Queensland A Brief History (no 2, 1984) illustrations, thanks are due to the Department's Further information on either series may be obtained from the Educational History Unit, the Bureau of Employment, Educational History Unit, Department of Education, PO Box 33, Vocational and Further Education and Training, John Brisbane North Quay, Q4002, tel (07) 237 0709, 237 0757 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 II Queensland Bureau of Employment, Vocational and Further Education and Training III 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 contribu Eddie Clarke is to be congratulated for his scholar tion of technical and further education in Queensland ship Our gratitude is also extended to the many From its foundation in classes to teach young mechanics educators and members of the community who con and tradespeople the useful arts and sciences, to its tributed What has emerged is an important set of current provision of courses that meet the employment references about the organisation most widely known in and personal needs of many thousands of Queens- the community as 'TAFE' landers, technical and further education has been possibly the most dynamic of our educational systems RH WALLACE, AM Changes in society and particularly in the educa tional expectations of the community are documented Former Managing Director in this study, which also identifies the major forces for Bureau of Employment, Vocational and Further Educa change and traces the problems and solutions which tion and Training, Queensland have emerged June 1992 Contents
Acknowledgments 11 Administration 54 Foreword in Staff — efforts to upgrade 56 Introduction 1 Provision of technical education 56 Courses 60 1 Early developments, 1860-1900 3 Students 65 Colonial background 3 Origins of technical education 4 5 New concepts — TAFE, 1974-1987 66 Adaptation to the society, 1882-1900 9 Economic changes 66 Important developments 66 2 The Government takes control, 1901-1918 19 Administration 68 Influences on technical education 19 A professional staff 69 Closer government supervision of the subsidy, Expansion once more 70 1901-1902 20 Courses 72 Board of Technical Education, 1902-1905 — Students 76 a government expediency 20 The Department grasps the netde, 1905-1918 26 6 A time of constant change, 1987-1990 77 Queensland society 77 3 Gradual expansion, 1919-1943 40 Head Office administration 77 Economic and political developments 40 College administration 83 Morris's aims 40 Courses 84 Consolidation of a bureaucratic administration 41 Conclusion 85 Finding the teachers 42 Appendixes Developing a network of technical 1 Technical and further education in Queensland education 43 A chronology 86 Courses 44 2 College opening and closing dates 86 Research 50 3 Technical education syllabus, 1919 87 Commonwealth involvement 50 4 Technical education courses, 1960 88 Students 51 5 Head Office staff, 1987 90 4 The Cinderella image, 1944-1973 53 References 92 Political and economic changes and social attitudes 53 Introduction
This history has been prepared in chronological Each chapter, wherever possible, deals with such sequence, with each of the six chapters treating signifi specific topics as aims of technical and further educa cant events in the administration and organisation of tion, administration, staffing, finance and courses technical and further education in Queensland (A available, in an attempt to trace the development withm chronology of these events appears as Appendix 1) these areas over the years Technical and further education, like any other form As well, the history endeavours to describe significant of education, has been shaped by the society from which conflicts, not only internal conflicts but ones involving it emerges Accordingly, each chapter is introduced by a other institutions This description and, where possible, brief analysis of those aspects of Queensland society that identification of forces for change help to explain the were relevant at the time to its development In each directions taken by Queensland technical and further chapter, the relationship between many of these aspects education from 1860 onwards and technical and further education is spelt out
1 5 New concepts — TAFE 1974-1987
Economic changes again resolved that the Commonwealth Government should hold an inquiry When TTAA representatives on 31 January 1973 discussed this resolution with the Com Since the early 1970s, Queensland economic growth has monwealth Minister for Education, Kim Beazley, they increased more than the Australian average, with the were jubilant when he stated that he would implement mining and tertiary sectors growing in importance in the resolution Beazley appointed the Australian Com relation to the rural sectors The major developments mittee on Technical and Further Education have taken place in mining, the tourist industry and ser (ACOTAFE) in 1973 to report to the Commonwealth 1 vicing the needs of an increase in migrants to the State Government on technical and further education The A boom in the Queensland economy in 1974 was Chairman of the Committee was Myer Kangan 5 followed by a downturn the following year The most The Kangan Report of 1974 marked an important marked economic trend during the remainder of the turning point in the development of technical and 1970s was stagflation — a high inflation rate accom 6 further education, or TAFE, as it became known The panied by a high unemployment rate At the same time report provided a blueprint that guided many the participation of females in the work force increased developments in TAFE to the end of the 1980s The steadily While the inflation rate and the unemployment predominant thrust of the report was that TAFE's major rate dropped during the 1980s, punctuated by a reces function was to provide each person with education to sion in 1982, the unemployment rate remained at a level meet freely chosen vocational needs, and not solely to that would have been regarded as unacceptable in past supply skilled labour for industry and commerce It also years This unemployment considerably affected called upon the TAFE system to provide individual school-leavers Coexisting with this higher level of development and create better citizens unemployment was a shortage in some fields of highly skilled blue-collar workers needed by changing tech The main purpose of education is the betterment of nology2 Commenting on this trend in 1980, Bruce individual people and their contribution to the good of Watson, Managing Director of MIM Holdings, the community Technical and Further Education claimed that the shortage of skilled tradesmen and should be planned accordingly Emphasis on the needs technicians threatened the development of Australia's of the individual should lead to easier access to learn resource-based industries In the same year, Maxwell mg, to better physical conditions for learning, to Newton commented that the acute shortage of skilled suitable student and teacher amenities, to welfare activities, and to the highest standard of health and workers was responsible for a rise in migration to the safety in workshops and laboratories State 3 During the years 1984 to 1988, the employment The emphasis in Technical College-type institutions rate in Queensland rose 16 6 per cent in total compared 4 should be primarily on the needs of the individual for with 15 per cent for the rest of Australia vocationally orientated education, and the manpower needs of industry should be seen as the context of courses 7 Important developments In 1975, ACOTAFE, with Professor Edward Richardson as Chairman, produced a further report", which developed the earlier Kangan Report an Commonwealth initiatives included a comprehensive financial program f°r By the 1960s, the Technical Teachers' Association of Commonwealth Government In the same year, Australia (TTAA) had emerged as a major lobby group Commonwealth Government established the Common for technical education in Australia, as well as in wealth Technical and Further Education Commission, Queensland From 1964 to 1971, the TTAA had been and used this organisation to channel financial SUPP?. unsuccessful in attempts to persuade the Common to Queensland for TAFE In 1977 the Commonwea wealth Government to conduct an inquiry into technical Government combined the three organisations re education In 1972 the TTAA National Conference tively responsible for universities, CAEs, and T-A
66 a Tertiary Education Commission, which then became In 1986 the Australian Council of Tertiary Awards responsible for providing grants to Queensland for (ACTA) began the national registration of approved and capital and recurrent expenditure on TAFE, especially accredited TAFE courses In the following year, for identified special needs The State remained the ACTA established the following system of TAFE responsible body and supplied the bulk of the necessary awards a Statement of Attainment, a Certificate, an recurrent funds, but where the Commonwealth iden Advanced Certificate, an Associate Diploma, a tified special needs these were supported by Common Diploma, and, for those courses above certificate level, wealth funding 9 an Endorsement or a Statement of Attainment This This Commonwealth funding had a dramatic effect system provided Australia wide recognition for many in improving the provision of technical and further courses ACTA then became responsible for the education in Queensland Much of the funding was maintenance of a program of national registration of all directed towards special projects designed to implement tertiary awards, including those of TAFE It was also the Kangan Report Through this form of funding, the responsible for the promotion of consistency throughout Commonwealth Government dominated the formation Australia in the nomenclature used for tertiary awards, of policies However, the Commonwealth Government for the standards of courses leading to them, and for did not attempt to fully finance TAFE, nor did it create encouraging the development of consistent relation an elaborate administrative system parallel to the State ships between courses and their awards The systems10 Queensland Division of TAFE made the necessary In 1981 the TAFE National Centre for Research and changes to conform to this national system12 (see Development was established m Adelaide as a limited Figure 3) liability company This was a national organisation with the State, Territory and Commonwealth Ministers Developments at the State level responsible for TAFE as the company directors The To receive Commonwealth funds for TAFE, centre encouraged research and development projects of Queensland was required to present a submission to national significance to TAFE, including those related ACOTAFE In 1974 the Technical Education Branch to the curriculum Projects in which Queensland TAFE forwarded a submission through the Director-General officers participated included the National Core Cur of Education which pointed out the heavy burdens riculum projects11 The centre also established the placed on branch administration and resources, when National TAFE Clearinghouse, which provided infor educational, budding, equipment and staff resources mation on published documents on TAFE in Australia were transferred to the autonomous QITs While
Figure 3 TAFE awards
The type of course award appropriate to each classification The classification of TAFE Course Streams is as follows by Stream is as follows
Course Stream 1000 A Statement of Attainment Stream 1000 Courses for recreation leisure and personal enrichment leads to the award of
Streams 2100, 2200, A Certificate Stream 2000 Courses for entry into employment or further education 3100, 3200 lead to the 2100 Basic education and basic employment skills award of 2200 Education preparation
Course Stream 3300 An Advanced Certificate Stream 3000 Initial vocational courses leads to the award of 3100 Operatives 3200 Skilled 3210 Courses for recognised trades 3220 Other skills courses 3300 Trade technician/trade supervisory or equivalent 3400 Paraprofessional/technician Course Streams 3400N An Associate Diploma 3500 Paraprofessional/higher technician and 3500 lead to the 3600 Professional award of /
Course Stream 3600 A Diploma Stream 4000 Courses subsequent to an initial vocational course leads to the award of 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
Course Stream 4000 An Endorsement or leads to A Statement of Attainment Source TAFE in Australia Australian Conference of TAFE Directors, 1987, pp 8-9
67 acknowledging the contribution ol Commonwealth and sibilities of this new ministry would be the Directorate of State funds to building needs, the submission outlined Technical Education the rural training schools, and many problems the pooi condition of equipment the appienticeship naming The committee also lecom inadequate libiancs and lcsouice matenals the lack of mended that an adv ISOI v council should be instituted to canteens and lccieational facilities thc financial advise the Minister foi Post-secondaiv Education' pioblems ol acquuing land necessaiv foi fuithei Manv other lecommendations weie influenced bv the development and the limitations imposed b\ the State Kangan Repoit such as access to couists iccuiient Department ot VVoiks which insisted on technical col education community pai ticipation in decision lege buildings and facilities confoiming to standaids making accountability to the communitv and the applied to pnmaiy and secondary schools Tht submis individual and tht piovision ot multi campus com sion postulated a basic aim ol piov iding a hbei al as well munity colleges18 The Govei nment ignored some of the as a vocational education It also stated that, while the recommendations, and was slow to implement otheis Technical Education Branch would concentrate its By 1978, influenced by thc high unemployment late elforts in those areas left unclaimed by university and the Commonwealth was providing direct funding foi advanced education programs, it would not hesitate to vocational education programs in TAFE colleges to provide any couise lor which a proven demand existed enhance the employment prospects of those, especially The submission also outlined a proposed scheme of school leavers who otherwise would have swelled the development and advocated an amalgamation of ranks of the unemployed ,q technical and adult education 13 Kangan was critical of the use of funding lor this pui In a draft copy of a submission to ACOTAFE pose In an influential paper presented in 1980 prepared in 1975, the Kangan Repoit philosophy was 'Kangan seven years on', he asserted that the TAFE embiaced in the following terms sector was not the passive servant of industry and com The educational objectives of technical and fuithei merce and should not operate as an employment education in Queensland have not been modified since bureau He stated the fust submission to tht ACOTAFE was made in It is the itiponsibiluv and the lolt ol laboui depait 1973 These objectives may be itstated as thc devtlop ments and employment bureaux to wonv about mm mem and maintenance of a vital and stimulating powei policv TAFE onl> we ikcns its educational educational program which would not only bridge the independence il it chims to be part of tht manpowti gap between the secondary schooling and the voca politvofthc nation It is tompltmentai v and stands in nonal compettnee of the individuals but uould also a suppoi tmi> i clitionship or Iv help to develop tultuial social and political amibutcs ' of auaieness in then fives Kangan also believed that the Kangan concept of TAFE had succumbed to a poverty status that was too The draft submission also envisaged the amalgama deeply embedded in the mentality of lederal politicians tion of the Technical Education Branch, Adult Educa and the federal public service He also claimed that tion and the pastoral colleges under the broad umbrella State politicians and public seivicc administrate s had of Technical and Further Education, which would failed to pi ess the TAFE case sufficiently with the become the responsibility of a Board of Technical and 20 14 Commonwealth ' Further Education One cntical review of post Kangan developments in Initially, the Department of Education experienced Queensland, undertaken in 1981, conceded the exist difficulties in making use of Commonwealth funding ence of the poverty status mentality but asserted that Firstly, the public service was inhibited by a long period thc status of TAFE had risen considerably, and that of financial austerity in this area Secondly, the TAFE was losing its Cinderella image This rev iew also Technical Education Branch lacked the management claimed that there had been much progress in capital structure needed to handle the expenditure of a sudden works, in curriculum services, in library lesourccs in large financial inflow Furthermore, the planning stage counselling serv ices, in the level of public awareness ind of a major capital .woiks project involved a period ol in staff development, and that TAFE had adopted a new time of up to two years before construction could take philosophy shaped to a Iaige extent by the Kangan place In addition, the Queensland Government was Report TAFE officeis of the immediate post Kangan very hesitant to undertake Commonwealth-funded pro period perceived that TAFE was no longei the grams where it appeared that continued Common 15 Cinderella of the Department' in fact thev detected that wealth funding could not be guaranteed Such funding an element ol jealousv had emtiged towaids T\FE tied to special piojects was also unpopular with State because of tht volume of funding it had itemed ' "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 giants16 Administration A State pailiamentaiv initiative in 1978 the Select Head Office Committee of Inqunv into Education examined technical and furihei education and lecommcnded in In 1974 the Dnectoi ol Technical Education W ill ice its Ahern Report that a separate Ministry for Post had loui semoi officers in the Head Office to assist him secondary Education be established with its own two Staff Inspectors Phil Hack and Norm Pvlt an Minister and Duectot Geneial The majoi iespon Inspectoi of Colleges A A Mackenzie, and a Pnncipal
b8 Education Officer, Mike Csurhes At this stage it was TAFE Operations Branch was composed of the Education 22 still a relatively unsophisticated organisation Services Section, which provided a link between the As Director, Wallace was responsible for the massive TAFE Division Administration and colleges of TAFE, reorganisation of technical education and the plotting of the Student Services Section and the Aboriginal and new directions in the following years To administer Islander TAFE Services Section more effectively the increased resources and services fostered by Commonwealth funding, Wallace rapidly The State Resource Materials Centre coordinated, planned expanded the branch administrative structure An and assisted the development of the resource collections important feature of this growth was that TAFE branch and services in the Queensland TAFE system developed a support system independent of the one that TAFE Promotions and Investigations Branch arranged all served all of the other branches of the Department of aspects of TAFE publicity and provided a direct profes Education As a consequence, by the end of 1975, sional support system to the Director of TAFE Wallace had twelve senior officers assisting him in the branch Head Office The Central Administration Section provided all of the clerical support to the Director and Head Office professional In 1975 Pyle, assisted by Mackenzie and Csurhes, staff25 established the first management courses for officers in senior positions in technical colleges and Head Office to For a diagrammatic representation of the organisa strengthen their administrative skills 23 tional structure of TAFE in 1981, see Figure 4 On 1 January 1977, State Cabinet decided to imple ment an earlier Departmental policy proposal that Colleges Technical Education and Adult Education should be In 1984 the State Education Act was amended so that integrated to form the Technical and Further Education colleges could make available their facdities and services Branch (renamed, in 1980, the Division of Technical to the general community and Further Education) While some officers of Adult The system of individual college councils, which had Education were initially apprehensive of the changes, a administered technical colleges before Departmental more extensive career path in the larger integrated control, did not survive Departmental takeovers, and organisation gave them access to a larger number of was not a component of the administrative system up to higher positions 24 1987 Though a high degree of interaction between the In June 1986, Wallace was appointed Special Adviser college and special interest groups in the community to the Director-General Peter Tait, Deputy Director continued to operate, this contributed little to the (Educational Services), served as Acting Director until administrative activities of the college 26 November 1986 when John Swan was appointed Direc In some of its functions, TAFE Branch pursued a tor John Swan, BSc Tech (Ind Chem), prior to his policy of decentralisation From 1979 the majority of appointment as Director, had been General Manager of subjects, other than apprenticeship subjects, were Walker Limited and he brought with him extensive assessed internally within the colleges, with the Cur management skills At the end of 1987, Swan had riculum and Evaluation Section evaluating in a suppor twenty-three senior officers assisting him in the tive manner the assessment procedures used In 1987 Division's Head Office (see Appendix 5) TAFE branch encouraged a greater degree of regional The TAFE administration system was restructured and college-based curriculum development27, but this several times between 1975 and 1987 By 1981 the devolution did not extend to college administration 28 Division of TAFE had evolved into a sophisticated system with the following seven major support groups 7XFE Cumculum Branch was responsible for the design A professional staff and revision of all courses (except recreation courses) offered through colleges of TAFE in Queensland The In 1975 a further development took place in teacher branch worked closely with community groups, preparation for beginning teachers The day release including employees and employers from industry and courses were replaced by a new scheme that led to the commerce, professional associations, industry training award of a Certificate in Teaching — Technical This committees, Board of Advanced Education, students new scheme required beginning teachers to undertake (past and present), other educational institutions, the an integrated course of study at three separate Industry and Commerce Training Commission and institutions other government departments - two full-time semesters at Mount Gravatt CAE, Resource Management Branch comprised a Buildings and - preparation for teaching, professional orientation and Accommodation Section arid the Management Services study skdl development at the Technical Teacher Section responsible for forward financial and Preparation Centre, demographic planning investigations - teaching experiences at technical colleges for two semesters Staffing and Services Branch comprised the Staff Recruit ment and Transfers Section, Equipment Section and the The first group of technical teachers to undertake this Professional Development Section responsible for revised course valued the training received at the teacher preparation and staff development Technical Teacher Preparation C ourse. but were less
69 Figure 4 Organisational structure — Division of TAFE
ftroctor-Genaral ot Educaton
Deputy f>»aor-G»nr)ral of Educsipn
[Vector ol TAFE
Deputy Director ol TAFE
Sod kapocur Stat Inspector Staff Inspector Slating Inspoclorol TAFE Supervisor TAF1 Cuncutn Resouice Management & Servces Cotegos TAFE Operaicre
Assistant Supervisor TAFE Operalons Curriculum Tethnofcoy Resource SuUngS StsC Savees* iApptad Research AccorrvrtodGWO Recrurtrrtent Sons Sciences I S Transfers Sciences SdtoRMC lor TAFE
Curriculum Engneemg Systems Cape* Maintenence SU« Promotions Trjcnnology Safety Studom Special Abongnal S Servces Analyse Oropcls S Stores Dcveloprnent S SAppied Servces Education Islander Busness An Construct Fabric Resource Eowpmonl Teacher Invesfcgaions Science Social Services &General 3 Apptec Financial Planning Preparekxi Sciences Smdcs Sconce
Pubtaly
Cotegos of Toctmcal and Further Educawn Source TAFE Handbook, 1982, p 7
enthusiastic about the time spent at Mount Gravatt Expansion once more 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 While the loss of the institutes of technology in 1971 more, they believed that their college lecturers had little proved a massive setback to the Technical Education experience of the day to-day problems of teaching in Branch, it was given little time for introspection technical colleges 29 This perception was shared by Pyle because, within several years, the branch became and the staff of thc TAFE Professional Development involved in a period of rapid expansion of the remaining Section 30 system of TAFE colleges and the introduction of new In 1978 the course was revised, and a Diploma of responsibilities Much of this intense activity was Teaching (TAFE) replaced the certificate award In the triggered by the implementation of Kangan Report following year, programs were developed so that the recommendations diploma could be offered externally in subsequent years After the introduction of block release for apprentices to experienced teachers In 1985 a revised course in 1972, the branch established halls of residence to pro conducted jointly by Brisbane College of Advanced vide residential accommodation for country students Education and the Division of TAFE enabled those who attending block release courses The first hall of successfully completed the diploma course to enter residence was occupied in 1975 at the Maryborough Bachelor of Education and other degree courses 31 Technical College 33 An analysis of the employment of female staff shows In 1976 a State Resource Materials Centre (SRMC) that, in 1974, female teachers filled 14 per cent of for technical education was established to provide a cen teaching positions in technical colleges In 1984 this tralised service to facilitate the acquisition, processing percentage had increased to 28 per cent of the total full- and production of learning resources for college RMCs time teachers employed By 1984 the most senior In those colleges where a permanent RMC did not position occupied bv a female in a college was the deputy already exist, the branch arranged temporary quarters principal of a business study college, and in 1985 the until the building program could provide permanent most senior female staff member in a branch of the RMCs Some years elapsed before the branch was able Head Office occupied the position of principal educa to provide trained librarians for all of these centres In tion officer32 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 col leges of TAFE for library equipment was wasted The same article implied that the Public Service Board was tardy in approving appointments of the necessary personnel34 Also in 1976, the branch commenced a service to pro vide 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 stan dards and procedures 35 In 1977 the Technical Education Branch completed the final stages of taking over the provision of further education, formerly Adult Education, and became John Swan, Director of the Division of TAFE, TAFE Branch November 1986-December 1987 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 educa tion should be free and that the requirements of country people should receive no less attention than those of city dwellers 36 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, School of Electronic Media Studies, South Brisbane College of TAFE, Extension Programs, and became officers of TAFE 1986 Making the TAFE 0_-NET series, 'Patron Care'for students in Many of the courses continued to be offered at outside the hospitality industry, 1987 locations 37 This amalgamation, 'a shot-gun wedding', did not courses using two-way data, two-way voice, facsimde proceed smoothly In the first place, fees were charged and computer-graphics transmission Weekly programs for classes which, under Adult Education, had been covering staff development, sporting safety, trade and free An immediate public response was a drop in recreational skills, and small business were broadcast enrolments, which took two years to return to previous The satellite was especially effective in giving media and levels 38 Furthermore, some Adult Education officers technology students first-hand experience with the most felt that not only did the integration diminish the modern facilities 41 existing contribution of adult education, but that it Two more rural training schools were established in reduced their status, and deprived them of adequate addition to those already in operation at Longreach and 39 facdities While there were some problems initially in Emerald The Lower Burdekin Rural Training School, meshing together the two sections, the major problems established in 1976, specialised in tropical and sub had been overcome within a few years, and further tropical farming, and the South Queensland Rural education was able to expand its services The introduc Training School at Dalby, established in 1979, special tion of fees led to the introduction of courses not possible ised in dry land gram growing and associated activities 40 before because of costs The Board of Adult Education While these schools operated as autonomous institu was replaced in 1989 by the Council of Adult and Com tions, they were classified as TAFE institutions for Com munity Based Education monwealth and State funding arrangements 42 In 1986 the Division of TAFE used satellite com Other institutions that came under the same munication with its direct access to AUSSAT through umbrella were the centres for continuing secondary Q-Net The network enabled people to participate in education in the Brisbane metropolitan area, which
71 offer mainly evening subjects for adults, and the secon dary correspondence school While both of these are administered by the Division of Secondary Education43, it is possible to trace their origins back to the Brisbane Technical College at the turn of the century44 During the early 1980s, a new scheme was intro duced, 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 (pro vided 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 Educa tion offered services through twenty-six colleges of TAFE, fourteen of which were located in country areas Through its twenty-six colleges, which included four teen multi-campus institutions, the division offered some 750 different vocational courses, with a range of award levels up to degree level45
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 pro gress 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 appren ticeship, pre-apprenticeship, and pre-employment Computer aided drafting, Mount Gravatt College of TAFE, 1986 courses in apprenticeship trades These courses pro vided vocational and general education for apprentices Stream 3 Included in this group are also short training Group B consisted of post-trade and other courses for advanced skills of a non-technical nature, to provide courses in additional on-the-job skills opportunities for further development of skills acquired Stream 5 (Preparatory and Secondary) comprised all courses during apprenticeship, extension of the range of skills of that could be broadly described as preparatory tradespersons within and beyond their trade speciality, (matriculation and diploma entrance courses), remedial and acquisition of skills required for supervisory (e g mathematics, English for Migrants) and courses positions and for undertaking business ventures with vocational orientation not classified elsewhere Stream 4 (Other Skilled) courses were provided for all other Stream 6(Further Education) comprised all courses in home skilled trade and vocational courses relevant to basic handicrafts, hobbies, self-expression and cultural principles, skills or knowledge, but not included in appreciation, including language courses 46
72 Diploma and certificate courses
The establishment of autonomous institutes of tech nology initially took almost all of the tertiary level courses from technical colleges However, the colleges became increasingly involved once more with the pro vision of tertiary-level courses, generally those not sup plied by the CAEs but in demand by industry Most of these courses were at certificate level, and were approx imately 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 cer tificate courses was usually Year 12 level47 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 48 In 1987, as the result of an initiative of the Common wealth 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 Capri cornia Institute of Advanced Education This scheme was subsequendy expanded to other tertiary institutions and colleges of TAFE 49
Apprenticeship training
Structural changes In August 1976, the State Govern On the job training, School of Tourism and Hospitality, Townsvillemen t instituted an inquiry into apprenticeship The College of TAFE, 1985 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 50 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 Open pottery class, Kangaroo Point Technical College committees
73 Students operating printing machines at a College of TAFE, 1986Fashion students using industrial sewing machines, Bundaberg College of TAFE, 1986
A student gaining the horse's confidence at Brookfield Veterinary HairdressmgCentre, students, Bundaberg College of TAFE, 1986 Brisbane
While many of the apprenticeship training require labour Another more recent problem was that many ments of the 1964 Act were retained (for example, the employers found the extra expense of releasing appren system of minimum standards of entry for different tices for college training a financial burden trades and the various penalties), the new Act was more To help overcome these problems, trade-based pre- flexible in some of its provisions The Commission vocational courses were introduced in 1977 for selected could prescribe the periods of time for attendance at trades Furthermore, TAFE Branch believed that such classes, and provide full-time pre-vocational training for courses provided a more meaningful alternative to the any unskdled, semi-skilled or skilled occupation and senior secondary curriculum, which the branch thought full-time apprenticeship training in a trade as an alter had an excessive academic bias, and provided htde native to the existing system An advisory committee encouragement to the average and below average had the power to reduce the period of apprenticeship up performers 52 to seven months for those apprentices who obtained an The courses began on a pilot basis at Eagle Farm, overall average of 75 per cent in annual examinations Bundaberg and Cairns Colleges, and were subsequendy At the national level, the Australian Apprenticeship extended to other colleges This Queensland initiative Advisory Committee was replaced in 1978 by the was followed by other States53 The courses were Commonwealth-State Apprenticeship Committee designed to provide students with a general education, (COSAC), which helped the national coordination of in addition to technical knowledge and skills relevant to apprenticeship programs COSAC subsequently a family of trades Preference was given to students leav became the Commonwealth-State Training Advisory ing at the end of Year 10 who had reached a set Committee 51 minimum standard At the conclusion of the course, a student's technical skdls in his or her chosen trade Attempts to solve old problems One problem the matched those of a student who had completed one year apprenticeship system had faced since the establishment of apprenticeship of the colony of Queensland was that the yearly intake of The first part of the course (Module 1) included com apprentices reflected the prevailing state of the munication skills, skills for living, health, practical economy, rather than the long-term need for skilled calculations, and the study of metals and other materials
74 in common trade use, basic electricity, internal combus tion 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 suc cessful 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 54 (See Figure 5 for a diagrammatic representation of the pre-vocational engineering/ construction course) Students of Mount Gravatt TAFE convert a garage into an activates Figure 5 Pre-vocational education hall at Radford Special School, 1986 Modular Pre vocational Program Out-of-trade apprenticeship programs In 1980 Peter Module 1 Module 2 Module 3 Burroughs, the Principal of Gold Coast TAFE and a Electrical Trade former Adult Education Officer, in coordination with Radio & TV Group 1 the Nerang Rotary Club, organised eighty-two appren Auto Electrical tices in various building trades to budd a house By Fitting D & H E E 1983, another house, a Girl Guides building and a Fitting & Turning residential duplex had been completed This initiative J Engineering Mechanics-Motor Trade Group 2 was followed by other TAFE colleges One such project I Cycle & Marine Motor Mechanics was the restoration of two historic ships These projects provided valuable trade training and, at the same time, Boilermaking 58 Sheetmetal Trade very worthwhile community services Body Building Group 3 Blacksmithing Basic Special programs Assisted by Commonwealth funding, TAFE Branch provided special programs for disadvantaged groups Special attention was given to those experiencing dif ficulties in obtaining employment The following pro Carp & Join Cabinet making Trade grams are some of the more important ones which were Construction Woodmachimng Group 4 offered Plumbing A program, Skdls for Living and Working, was intro Bricklaying duced in 1977 Devised to improve the employment Floor & Wall Tiling Trade prospects of unemployed young people, specially those Group 5 Plastenng-Solid who had recendy left school, the course included recrea Painting & Dec tional as well as vocational skills59 Source TAFE pamphlet, 1980 In 1978 TAFE Branch initiated adult literacy and numeracy programs to assist adults to remedy dif The development of full-time pre-vocational courses ficulties they had with basic literacy and numeracy was a significant commitment by the Government to the skills These programs included a network of volunteer training of future tradespersons because the attendance honorary tutors throughout Queensland Subsequendy, 60 time of a single pre-vocational student was the special English courses were provided for migrants equivalent of that of five apprentices 55 In 1984 TAFE introduced retraining programs, In the same year, 1977, the Commonwealth Govern which aimed at retraining people for specific occupa ment fostered the apprenticeship system by introducing tions faced with labour shortages Under these pro a system of subsidies to employers with apprentices grams, TAFE provided special courses for concrete attending colleges full time, and living-away-from-home workers, clothing machinists and hospitality workers, allowances for apprentices 56 In 1983 other schemes office workers and station hands Another form of were introduced, which reduced the period of appren retraining was provided when personnel displaced by ticeship and employer responsibdity for training These the closure of the General Motors Holden Acacia Ridge 61 were accelerated trade courses in bodermaking, elec factory were given courses in employable skdls trical fitting and/or mechanical fitting and turning, and In past years, the range of apprenticeships open to the first full-time college apprenticeship course, which females was very limited Social attitudes, particularly covered the area of dental prosthetics 57 attitudes of prospective employers, dictated that females
75 1977 and subsequent years, TAFE Branch expanded these programs and developed an administrative struc ture to handle them The Branch organised the courses under three categories vocational, bridging or access, personal enrichment The first full-time course was of fered in 1980 at Rockhampton TAFE College 63
Students
In 1977 adult education enrolments were included in the annual statistics, and from that year to 1987 the presen tation of statistics remained relatively constant This enabled the following compansons to be made 64 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 South Brisbane College of TAFE student takes part in an access courseTh e enrolment in Advanced Trade (Stream 3b) of in non traditional occupations forfemales 2334 in 1977 dropped off slightly and did not reach the 1977 level once more until 1985, when it was 2498 In should be excluded from such trades as motor 1987 the enrolment was 2656 Female enrolment mechanics, woodwork and metalwork In 1981, for remained a small percentage of the total enrolments example, only 2 per cent of apprenticeships, excluding throughout, constituting 6 per cent in 1987 hairdressing, were undertaken by women To facilitate The enrolment in Other Skilled (Stream 4), which entry of females into such trades and thus tap into a was 8984 in 1977, rose rapidly to a high point of 56067 neglected human resource, a twelve-week vocational in 1986, and dropped slightly to 47 983 in 1987 Females access course in non-traditional occupations for 15- to retained a very slight majority until 1987, when female 25-year-old females was devised in 1984 and subse enrolment dropped to 46 per cent quently offered Course content included life skdls and The enrolment in Secondary — Secondary and communication, personal development, suitable Preparatory from 1984 (Stream 5) — of 4114 in 1977 theoretical studies, and practical experience in a range rose to 15 895 in 1987, with females constituting slightly of trades Furthermore, to encourage the acceptance of more than 50 per cent each year female apprentices, the Commonwealth Government The enrolment in Recreational (Stream 6) rose from 62 offered financial incentives to employers 36 549 in 1977 to 66 668 in 1987, with females con Prior to 1977, the Board of Adult Education provided stituting about 70 per cent of the to'al throughout the isolated programs for Aboriginals and Islanders In period
76 6 A time of constant change 1987-1990
Queensland society 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 In November 1987, following internal dissension within reorganisation2 (see Figure 6) the governing National Party, Mike Ahern replaced Sir Wallace was appointed the Director-General of this Joh Bjelke-Petersen as Premier, and Brian Litdeproud new Department On 26 April 1988 Wallace retired and replaced Lin Powell as Minister for Education Shortly Barry Read, B A , was appointed Chief Executive of before the State election in December 1989, Russell DEVET Read had occupied a number of senior admin Cooper replaced Ahern, but the results of the election istrative positions in the Public Service before coming to brought a Labor Government into power, with Wayne DEVET in 1987 as Assistant Under-Secretary Goss as Premier These political changes had important repercussions for the Division of TAFE QEVET, a new advisory body To foster greater While economic conditions were relatively stable, industry and community participation in vocational uncertainty was a characteristic of the money market education, a new and more extensive network of during the short period of 1987 to 1990 A slump in the advisory bodies was established early in 1988 The stock market in October 1987 was followed by the fadure central body of this network, an interim Queensland of several important stock market entrepreneurs The Employment, Vocational Education and Training fluctuation of interest rates exercised both a positive and Board (QEVET), replaced the Industry and Commerce negative influence on the economy Training Commission, which had been the major body The percentage increase in employment in Queens land 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
DEVET — 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 Employ ment, Vocational Education and Training This Department consisted of the Division of TAFE and the senior colleges formerly administered by the Depart ment of Education, and the Division of Employment, Planning and Training, previously a part of the Depart ment 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 employ ment, vocational education and training needs of Queensland, and the staff who prepared and taught Barry Read, Chief Executive of Department of Employment, courses designed to meet those needs The new Depart Vocational Education and Training (DEVET), 1988-1989 Figure 6 DEVET
Minister
Rural Training Schools QEVET Board
Chief Executive
General Manager Secretariat and (Vocational Education Executive Support Unit and Training)
Planning and Administration and Operational Studies and Student Employment and Skills Development Management Finance Performance Services Information Systems
• Departmental Accreditation Curriculum Design and Employment Policy and Program Management Administration Implementation Program Program Evaluation Planning and • Legislation Operational Services Training Operations Performance Analysis Review of Standards and Development • Accounts Student Services Computing Systems Institutional Review (including • Financial Analysis and Development Adult Education Apprenticeships and Library Network Traineeships) • Personnel Investigations Technology Administration Fee for Service and Operational Audit and Joint Ventures Examinations • Staff Recruitment Development Industry Committee Buildings and • Industrial Relations Financial Compliance Liaison Accommodation Auditing • Safety Equipment • Teacher Preparation Maintenance • Professional Development
Information Communication and Promotions Unit
TAFE Colleges Senior Colleges Private Providers and Industry
Source Annual Report ofthe Department ofEmployment, Vocational Education and Training, 1988-1989, p 8 responsible for advising the Minister for Employment, Operational philosophy DEVET's major goal was to Trainmg and Industrial Affairs on industry training foster and provide high quality vocational education needs, promoting vocational education, and adminis and training and education for life to meet the needs of tering training arrangements including appren all Queenslanders ticeships The membership of the board was drawn from DEVET supported private enterprise and representatives of industry, unions, and both the State endeavoured to develop the private provision of voca and Commonwealth Governments Commonwealth- tional education and training, both in-house and sponsored Industry Training Councds replaced through private providers Industry and Commerce Advisory Committees, and The Department recognised the relationship between College Community Councils replaced Regional vocational education and economic development It Advisory Committees The Employment, Vocational also supported the relationship between vocational Education and Training Act 1988 formally established education and quality of life by providing opportunities QEVET3 (see Figure 7) for personal development
78 Figure 7 QEVET
Coordinating Council on Aboriginal and Torres\ Strait Islander Employment Vocational Education and Training
Queensland Employment Vocational Education and Training (QEVET) Board Other Government Priorities Executive [ and Non Government Bodies
' Council for Adult and College Community Community Based Councils Education
Coordinating % [ Committee of College Accreditation ^ \Council Chairmen and | Committee Directors
Source Annual Report of the Department of Employment, Vocational Education and Training, 1987-1988, p 8
The principal clients were perceived to be students, - to support employment initiatives and promote skills industry, government and professional associations development appropriate to a diversified and The Department promoted employment and employ developing economy 4 ment opportunities and encouraged initiative With minor modifications, these goals remained in throughout work and life Through its linkages with place to the end of 1990 industry, commerce and the community, the Depart ment provided services which were relevant to the Program management In 1989 every State govern present and future needs of its clients ment department was required to adopt program The Department considered that its most valuable management as a means of improving resource alloca resource was its people Staff were encouraged to sup tion and management by shifting focus from inputs (e g port the principle of recurrent learning, to create an funds) to results (e g outputs and, more importandy, environment where knowledge and understanding were outcomes) The Treasury Department was given the valued, and to continue to develop their own abdities responsibdity of assisting government departments to Corporate plan DEVET set itself the following goals design their own programs Each department's system of program management had to include the following - to promote and provide vocational education and elements training for employment, technological advance ment, economic development and individual - a strategic plan which established clear goals and growth, strategies over a minimum five-year planning - to promote and provide preparatory and continuing horizon, education for personal enrichment and to meet social - a system of resource management which involved the goals, 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 voca tional education, adult education, commercial activities, employment initiatives, skills development and corporate services Another important develop ment 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, Queensland Employment Ideational Education and Training and to enhance organisational development within the (QEVET) Board, 1990 Department 6 Seated (from left) Harry Hauenschild (Deputy Chairman), Roy Wallace (Chairman), and Peter Ellis Standing (from left) Bob McNamara, Garth Burge, Professor Ron BEVFET — the Department changes into a Young and Peter Miller Bureau When the Labor Party took over the reins of Govern the Bureau of Employment, Vocational and Further ment in December 1989, it began restructuring govern Education and Training The Bureau, a provisional ment departments As a consequence, DEVET and the organisation, was the first step towards the implementa Department of Industrial Affairs were amalgamated to tion of a Labor platform policy — the formation of a form a new Department of Employment, Vocational commission planned to come into operation in 19917 Education, Training and Industrial Relations in During 1990 a green paper on the creation of a January 1990, with an Acting Director-General, Barry Technical and Further Education, Employment and Nutter, responsible to the Minister of the new Depart Training Commission was prepared as a blueprint for ment, Nev Warburton DEVET was then redesignated 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 List10 Changes to the management programs The Bureau made some changes to the management program struc ture 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 employ ment 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 responsi bility 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 TAhELearning the trade of butchery al the College of Tourism and rebuilds a damaged car Hospitality, Coorparoo Campus
Program 4, Advanced Vocational Education and Training, Program 6, Employment Initiatives, was designed to improve included responsibdity for education and training employment opportunities for Queenslanders, par courses, which gave entry to occupations at the para- ticularly the disadvantaged and unemployed in accor professional and professional level, or which provided dance with government policies including 'Putting advanced or enhanced skills that budt on previous Families First', 'Resource Youth', 'Opening New Doors education, training or experience for Queensland Women', 'Social Justice' and 'Regional Development' Program 5, Educational Enterprises, was a grouping of the Bureau's activities concerned with the generation of Program 7, Corporate Services, had as a major goal the revenue through the provision of full cost-recovery ser improvement of departmental planning, technology, vices to both industry and government in both Australia financial and human resource services necessary for the and overseas Revenue generated was used to support achievement of program goals The Corporate Services other Bureau services For example, the revenue Program managed the central coordination of generated by the fees of overseas full-fee paying students planning, resource allocation, review and evaluation created extra training positions for Queenslanders activities within the Bureau For a diagrammatic representation of the bureau net Figure 8 Bureau network work as it existed in March 1990, see Figure 8
Board of Management
Managing Director
Executive Director Executive Director Executive Director Executive Director Human Resources Planning Development Operational Performance Operations Finance and and Research Administration Executive Regional Director Directors Regional Services
Institutional Review and Marketing Adult Education Access Planning Technology Human Resources Development and and Equity Programs and Innovation Promotional Organisation Accreditation and Private Services Vocational Education and Properties and Facilities Development " Provider Recognised Training Commercial Research and Learning Industrial Relations Program Evaluation and Activities Employment Strategies Standards Review Policy Services Curriculum Design and International Financial Administration Audit Services Programs Development Administrative Services
Colleges Training Employment Services Private Providers and Industry
Source Provided by DEVET
82 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 Learning about bar work al a pre-vocational hospitality course 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 utilisation11
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 com munity 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 training13 A major change to college administration was planned in the period 1989-1990 Once in operation, this scheme was designed to introduce regionalised 3| management for TAFE colleges throughout the State, with regional networks set up to coordinate programs and resources to respond more effectively to local train Access Education increased the job opportunities for females m ing, vocational education, industry and community non-traditional occupations needs14
83 first college campus in Australia to be built by its Courses 17 students
Institutional and Community Links Diverse range of programs As well as the integration of some secondary and TAFE As a result of cooperation between the Ithaca College of courses, DEVET made arrangements with both TAFE in Brisbane and the Preston College of TAFE in Griffith University and Queensland University of Melbourne, DEVET launched, in 1988, the Energy Technology (formerly Queensland Institute of Technology Unit and the Advanced Certificate of Technology) whereby credit for success in some Energy Technology, both of which were unique in examinations would be transferable and qualifications Australia at that time The course trained technicians in could be linked DEVET also reached a general agree the field of renewable energy systems In the same year, ment on a simdar policy with the Darling Downs Toowoomba College of TAFE developed a highly Institute of Advanced Education15 regarded program designed to meet the needs of the In 1990 pre-vocational and apprenticeship students racing/horse breeding industry18 In 1990 special pro and Bureau staff from various colleges of TAFE visited grams run for the visually-impaired had transformed
Charleville on week-long shifts to help cleanvup and the Annerley Campus of Yeronga TAFE into a major rebuild the town after a disastrous flood They used supplier of coastal shark nets and hospital pillows19 Also their skdls to do such tasks as mending warped doors, in 1990, a vineyard was planted at the Bundamba swollen windows and broken floorboards, recondition Campus of Ipswich TAFE as a preliminary step to ing washing machines, refrigerators and other establishing Ipswich College of TAFE as a learning household appliances, and fixing clogged pipes16 In the centre for winemaking20 same year, the North Stradbroke Island Learning By June 1990, the Bureau was responsible for thirty- Centre, a campus of Redland Community College, was one TAFE and senior colleges, which offered more than built by the campus students This is believed to be the 1000 courses to more than 200 000 students annually21
Ipswich TAFE College became Queensland's first centre of learning for winemaking
84 Conclusion
An analysis of the history of technical and further under the Department of Employment, Vocational education m Queensland reveals some constant ques Education, Training and Industrial Relations Current tions and problems that have confronted successive planning has paved the way to control by a commission administrators under the guidance of a board While control of TAFE is One of TAFE's major goals has been to supply skilled ultimately a State concern, State acceptance of Federal workers for the industrial needs of the State A recurring financial assistance gives the Commonwealth some problem, however, has been that both the types of power to determine policies technical courses offered and number of student What should be taught in colleges of TAFE? In 1882 enrolments in particular courses have reflected the Joseph Clarke, the art teacher who taught classes at the prevading economic situation rather than reflecting North Brisbane School of Arts, believed that a technical future needs Over the years, this has often led to an college should teach any subject for which there was a imbalance between supply and demand of skilled demand At first, officials of the Department of Public labour A concomitant of this has been the importation Instruction were concerned that only technical subjects of skdled labour and the lack of technical training of should be taught in technical colleges, for they believed Queensland youth that the subjects taught should be determined by the Who should pay for technical education has been a meaning of the word technical However, early societal recurrent problem facing successive administrations needs and Departmental expediency ensured that Answers to this question have varied At first, the technical colleges continued to teach liberal as well as recipients paid, assisted by subsidies to the colleges technical subjects at many levels Subsequendy, the Then, from 1908, the State Government progressively opening of the University of Queensland in 1911, the undertook the major financial burden, with student fees establishment of high schools in 1912, and the rational meeting only a small part of the total costs Since 1964, isation of education at both State and national levels the Commonwealth Government has become an impor during the 1960s resulted in technical colleges being tant contributor to technical education funding stripped of liberal studies and secondary and tertiary Employers in the past have made some contribution by level courses The polytechnic institution did not sur providing apprentices with paid time-off to attend col vive This trend has slowly been reversed since the early leges In 1977 some of this burden was removed from 1980s, with colleges of TAFE becoming the venue for their shoulders Now, however, the Commonwealth technical courses integrated with secondary and tertiary Government requires large employers to allocate a courses percentage of their total payroll for training of their per The status of technical education has been another sonnel This training includes technical education constant problem In spite of protestations about the Furthermore, in the last few years, the Division of TAFE importance of technical education to the economy of the and its successors have implemented a policy of fees for State, subjects of a technical nature were generally services wherever possible regarded as being of lower status than academic sub Who should control TAFE? Initially, society saw jects, and technical colleges had a lower standing than technical education as the responsibility of the local secondary schools and universities Furthermore, since community The Government then put a board in con the qualifications of technical teachers were generally of trol for a very brief period from 1902 to 1905, and then a non-academic nature and because they lacked handed over control to the Department of Education In teacher-training, they were regarded by teachers in 1987 control of TAFE passed first to a Department of other branches of education as inferiors The greater Employment and Vocational Education and Training amount of money currently being spent on TAFE would and then, in 1990, to a Bureau of Employment, Voca seem to indicate a greater recognition of the value of tional and Further Education and Training, which came technical education in the eyes of the community
85 Appendixes
Appendix 1: Technical and further 1977 Technical and adult education integrated to form Technical and Further Education (TAFE) Branch education in Queensland: 1979 Industry and Commerce Training Act A chronology 1980 TAFE Branch renamed Division of TAFE Ahern Report 1987 TAFE Branch separated from Department of 1882 Opening of Brisbane Technical College under Education to become Department of auspices of Brisbane School of Arts Employment, Vocational Education and Training 1894 Schools of Mines Act provided for establishment (DEVET) of Schools of Mines 1988 Employment, Vocational Education and Training 1898 Brisbane Technical College Incorporation Act Act gave control of the college to a Council 1990 DEVET becomes Bureau of Employment, 1902 Board of Technical Education created Vocational and Further Education and Training 1905 Board abolished and Technical Education Branch (BEVFET) 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 Appendix 2: College opening and 1915 Appointment of first Trade Advisory Committees closing dates for apprenticeships 1916 Industrial Arbitration Act made provision for regulation of apprenticeship system Opening dates of colleges of TAFE 1918 Technical Instruction Act Amendment Act College Opened Taken over Separated enabled Department of Public Instruction to take over control of country colleges Bundaberg 1889 1924 (HS) 1965 1920 Central Apprenticeship Committee constituted Burdekin 1985 1924 Apprenticeship Act Cairns 1899 1924 (HS) 1965 1929 Apprentices and Minors Act Central Highlands 1985 1934 Apprentices and Minors Act Amendment Act College of 1944 State inquiry into apprenticeship South West* 1988 1945 Apprentices and Minors Act Amendment Act COTAH 1977 (1968 — Annexe of 1948 Apprentices and Minors Act Amendment Act Kangaroo Point) 1950 Commonwealth-State inquiry into Gateway College 1966 Apprenticeship Gladstone 1982 1954 Apprentices and Minors Act Amendment Act Gold Coast 1976 (1969 — Annexe of 1957 Formation of National Australian Apprenticeship Southport SHS) Advisory Committee Hervey Bay* 1986 1959 Apprenticeship and Minors Act Amendment Act Ipswich 1891 1951 (HS) 1963 1964 State Education Act — reform of technical Ithaca 1974 (1970 — Annexe of CTC) education Johnstone 1988 Apprenticeship Act Kangaroo Point 1968 Martin Report Logan 1988 Commonwealth special grants for technical Mackay 1892 1912 (HS) 1962 education Maryborough 1889 1943 (HS) 1965 1965 First of the institutes of technology established — Mount Gravatt 1979 Queensland Institute of Technology Mount Isa 1956 (HS) 1971 1970 Education Act Amendment Act gave autonomy to North Point 1980 CAEs Professional 1974 Kangan Report Development 1989 1976 Anderson Report on Apprenticeship QDEC 1945
86 Queensland Lockyer 1920 (HS) 1934 College of Art 1972 Mount Morgan 1901 1929 Taken over in Redland 1929 and then Community* 1987 closed, reopened Rockhampton 1890 1919 (HS) 1962 1941 (HS), closed Seven Hills 1977 (1971 — Annexe of again in 1965 Kangaroo Point, 1989 — Normanton 1900 1901 amalgamated with Qld Ravenswood 1900 1903 College of Art) Roma 1902 1905 Reopened in 1920 South Brisbane 1966 (1945 —Annexe ofCTC) (HS), college South Burnett 1985 closed in 1929, Warwick 1896 1910 (HS) 1971 leaving HS open Southern Downs Sandgate 1898 1939 Community 1988 (Replaced Warwick) South Brisbane 1894 Amalgamated Sunshine Coast 1982 with Central 1910 Toowoomba 1890 1920 (HS) 1962 Southport 1898 1899 Townsville 1889 1924 (HS) 1965 Stanthorpe 1901 1905 Yeronga 1967 Stanwell 1901 1901 Reopened in 1903, Notes closed in 1904 West End 1889 Amalgamated Opened Opened as separate college with its own with Central 1910 administration Zillmere 1896 1896 Taken over Independent colleges taken over by the Department of Education Notes Separated Separation of college from the high school Taken over — refers to independent colleges taken over by (HS) Existing or new high schools attached the Department of Education (date-annexe) Date the institution began earlier as an (HS) — Existing or new high schools attached at that time annexe of another college Senior Colleges
Closing dates of technical colleges Appendix 3: Technical education College Opened Closed Notes syllabus, 1919 Victoria Institute (Allora) 1898 1904 Department of Agriculture Beenleigh 1900 1902 Bowen 1899 1907 Reopened in 1909, Agriculture taken over in 1924 Dairying (HS), closed 1928 Milk and Cream Testing Central 1910 1974 Central — Sugar Chemistry amalgamation of Junior Assistant Sugar Chemist Brisbane (opened Assistant Sugar Chemist in 1882), South Sugar Chemist Brisbane and West End Department of Art technical colleges Freehand Drawing Charleville 1900 1902 Catalogue Illustration Charters Blackboard Drawing Towers 1892 1929 Taken over in 1919 Painting (HS) Modelling Charters Woodcarving Towers Geometrical Drawing School of Perspective Drawing Mines 1901 Amalgamated Design with Charters Diploma in Art Craftsmanship Towers in 1919 Childers 1901 1902 Department of Building Clermont 1900 1901 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 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 Geography Plumbing French Chemical Plumbing German Latin Department of Chemistry, Mining and Metallurgy Department of Mathematics Inorganic Chemistry Arithmetic and Mensuration Analytical Inorganic Chemistry Trade Arithmetic Assaying Commercial Arithmetic Metallurgy Algebra Dental Metallurgy Geometry Geology Trigonometry Mining Geology Surveying Mineralogy Surveying and Drafting Mining Calculus Mine Surveying and Planning Ore Dressing Department of Science Mine Administration Botany Diploma in Metallurgy Physics Diploma in Mining (Metal mining) Physiology Diploma in Mining (Coal mining) Ambulance Metalliferous Mines Home Nursing Collieries Industrial Chemistry Department of Sheep and Wool Department of Commerce Woolclassing and Woolsorting Sheep and Wool Shorthand (Pitman's System) Veterinary Science Shorthand (Gregg's System) Diploma in Sheep and Wool Training Typewriting Bookkeeping Special Syllabuses of Subjects for Pupils of Accountancy Modern Business Methods State Schools Attending Technical Colleges Diploma in Accountancy Geometrical Drawing Shorthand Department of Domestic Science and Art Bookkeeping Manual Training — Woodwork Domestic Economy Elementary Cookery Cookery Dressmaking Fruit Preserving and Pickling Confectionery Source Syllabus of Technical Colleges, Department of Public Cake-icing Instruction, Queensland, 1918 Scientific Baking and Milling Starching and Ironing Dressmaking Appendix 4: Technical education Millinery Diploma in Domestic Science and Art courses, 1960
Department of Engineering Part I — Associate Diploma, Diploma, and Trade Drawing and Sketching Certificate Courses Engineering, Drawing and Machine Design Mechanics (Applied Mathematics) General Information Applied Mechanics Agriculture Heat Engines Diploma in Agriculture Engine driving Diploma in Animal Husbandry Pattern-making Diploma in Dairy Manufacture Blacksmithing Diploma in Horticulture Fitting and Machining Diploma in Sheep and Wool Boilers and Boiler-making Certificate in Agricultural Science Electrician's Workshop Course Certificate in Horticultural Science Supplementary Course for Mining Students Electrical Engineering Architecture and Building Diploma in Engineering Diploma in Architecture Diploma in Building Department of Languages and Literature Diploma in Quantity Surveying Certificate in Architecture English Certificate in Building English History Certificate in Building (Correspondence)
88 Art Stonemasonry Diploma in Art Teachers Terrazzo Floor Layers and Fixers of Terrazzo and Marble Diploma in Commercial Illustration Veneer Diploma in Drawing and Painting Tiling (Floor and/or Wall) Diploma in Modelling and Sculpture Coach and Motor Trades Certificate in Advertising Coach and Motor Body Building Certificate in Applied Art Coach and Motor Painting Certificate in Dress Design Coach and Motor Trimming Certificate in Furniture Design Panel Beating Certificate in Interior Decoration Certificate in Photography Electrical Trades Certificate in Pottery Making Electrical Trades Electrical Fitters (Automotive) Chemistry Electroplating Diploma in Sugar Chemistry Radio Mechanics Diploma in Industrial Chemistry Certificate in Laboratory Technology Furniture Trades Cabinet Making Commerce French Polishing Full Day Commercial Course Upholstering Full Day Stenotypists Course Wood Machining Certificate in Accountancy Certificate in Cost Accountancy Mechanical Trades Certificate in Secretarial Aircraft Mechanics, Air Frame Mechanics, and Ground Certificate in Management Engineers Certificate in Personnel Administration Blacksmithing Certificate in Printing Administration Boilermaking Certificate in Purchasing and Supply Management Cash Register, Adding, Calculating, Bookkeeping, and Certificate in Supervision Other Similar Type Machine Mechanics Certificate in Transport Administration Fitting and Turning Certificate in Work Study Knitting Machine Mechanics, Sewing Machine Mechanics, Loom Tuners and Wool Combers Engineering Motor Mechanics Associate Diploma, Diploma, Certificate in Civil Moulding Engineering Patternmaking Associate Diploma, Diploma, Certificate in Electrical Engineering Refrigeration Mechanics or Servicemen Scalemaking Associate Diploma, Diploma, Certificate in Mechanical Sheetmetal Working and Coppersmithing Engineering Typewriter Mechanics Certificate in Engineering Drafting Certificate in Survey Drafting Miscellaneous Trades Certificate in Television Receiver Servicing Boatbuilding Certificate in Engineering Surveying Boot Repairing Bread Baking Home Science Dental Mechanics Diploma in Home Science Ladies' Hairdressing Mining Jewellery I — Coal Mining Optical Mechanics Diploma in Coal Mining Pastrycooking Certificate for Colliery Managers Shipwrighting Certificate for Mine Electricians Watchmaking Certificate for Mine Surveyors (Coal) Printing Trades II — Metal Mining Certificate in Assaying Bookbinding Certificate in Geology Composing Certificate in Mining Surveying (Metal) Letterpress Machining Linotype Mechanics Lithography Part II — Apprenticeship Courses Photo Engraving General Information Stereotyping Building Trades Railway Trades Bricklaying Blacksmiths and Springmakers Carpentry and Joinery Boilermakers House Painting and Decorating Carriage Building and Wagon Building Joiners' Machinists Coach Painters Leadhght Working and Glazing Coppersmiths and Sheetmetal Workers Plastering Electroplaters Plumbing Fitters, Turners, Metal Machinists and Motor Mechanics Sign-writing and Lettering Moulders
89 Patternmakers Appendix 5: Head Office staff, Toolmakers Wood Machinists 1987 Apprenticeship Courses Available by Correspondence Division of Technical and Further Education
Part III — Other Courses Director J Swan, B Sc Tech (Ind Chem ) General Information Deputy Director (Education Services) Commerce P L Tait, B Ed , Bookkeeping and Accounts Grad Dip Sch Admin , Dip M E E Shorthand Deputy Director (Planning and Development) Typewriting Automotive Replacement Parts Salesman NT Pyle, B E (Elec ), Industrial Safety Ph D (Lancaster), Cert Pub Admin Insurance Institute Assistant Director (TAFE Curriculum Services) Preparatory Supervision JC Stevenson, B Sc , B Econ , Ph D Real Estate and Valuation Salesmanship — Principles and Practice Assistant Director (Staffing and Services) Training Within Industry J A Ramsay, Dip M E E , Work Methods Development and Improvement Assoc Dip E E , Grad Dip Bus Admin Hobby Assistant Director (Resource Management) Art MI Csurhes, BSc Automotive Electrical Inspectors of TAFE Colleges Home Science PE Burroughs, B Ed St, Mechanical M Ed (Alberta) — to September 1987 Plumbing Printing K I Wardrop, Ass Dip ME — acting from September to November 1987 Woodworking S F Sielaff, B Bus , M Ed Admin , Special Purpose Cert Mech Eng Aircraft and Allied Trades Building G J Bowness, Grad Dip Ed Admin , Chemistry Dip M E E Electrical WN Hird, M Ed (Hull), Engineering Adv Dip Ed (Cantab) General Hairdressing Refresher G L Holmes, B Ed St, M Ed Ad , Librananship Cert Elec Eng Mining (Preliminary) R G Dunghson, B Sc , M A , Optometry Dip Ed — from November 1987 Petroleum Pharmacy R A Sullivan, B A , M Ed — from Plumbing November 1987 Post Apprenticeship GM Young, BEd, DipT, Sheep and Wool Woodwork Grad Dip Comp Ed — from November 1987 Correspondence A J Bowen, BTech (Elect ), Art B Ed St — from November 1987 Building Clerk of Petty Sessions and Stipendiary Magistrate E S Jesienowski, B Sc , Examinations Dip Cont Ed — from November Literary 1987 Mathematics D M Clacherty, B A — from Rural November 1987 Home Science Technical Type Courses Supervisor, TAFE Operations Commercial VJ Caulfield, B Ed , Insurance Grad Dip Ed Admin , Local Government Cert Elec Eng — to October 1987 Real Estate and Valuation H E Parker, B A (Hons ), Ph D , Source Handbook of Courses, Technical Education Branch, M A (Ed ), Dip Ed — from October Department of Education, Queensland, July 1960 1987
90 Principal Education Officer, Grade II (Staffing and Services) G M Young, BEd , DipT, Grad Dip Comp Ed — to November 1987 JVV Fletcher, B Ed , Grad Dip Sch Admin — acting from November 1987 Principal Education Officer, Grade II (Buildings and Accommodation) K S Crump, M Urb &Reg Pig , B Arch Principal Education Officer, Grade II (Financial Administration) D Gillingham, M Sc Principal Education Officers, Grade II (Curriculum) B RG Hutchison, B A , Grad Dip Sch Admin , DipY and B M , DipT, Cert Mech Eng B R Eaton, B A , M Ed St Principal Education Officer, Grade II (Professional Development) C V Robertson, B Sc (Hons ), BEd St Principal Education Officer, Grade II (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
Abbreviations of the Colony, Report, pp 57, 134, 227, in V&P, Vol 2, 1891 QPD, Vol 58, 1889, pp 1766-7 JOL John Oxley Library 7 R Lawson, op at , p 52 Brisbane Technical College PP Parliamentary Papers Prize Giving, 1900, OM 64-15, JOL QSA Queensland State Archives 8 HC Barnard, A History of English Education from 1760, V&P Votes and Proceedings of the Legis University of London, London, pp 88-91 lative Assembly 9 Adrian Bnstow, Inside the Colleges of Further Education, QPD Queensland Parliamentary Debates H M S O, London, 1970, p 132 Reminiscences All reminiscences referred to were 10 B K Hyams and B Bessant, Schools for the People'' An recorded by Brian McKeenng, South Introduction to the History of State Education in Australia, Longman, Camberwell, 1972, pp 28-9 Brisbane College of TAFE 11 The Queenslander, 3 August 1867, p 7 Report Where this appears as a single-word 12 The Queenslander, 19 October 1867, p 6, 11 April 1868, reference, it has been used as an p 6, 15 April 1868, p 2, 16 October 1869 abbreviation for the following Annual 13 The Queenslander, 4 March 1871, p 64, 4 November 1871, Report of the Secretary/Minister p 4, 2 March 1872, p 6, 9 March 1872, p 4 for Public Instruction/Education 14 77a? Queenslander, 22 June 1872, p 3 (Queensland), up to 1987, Annual 15 HJ Gibney, 'Charles Lilley', Australian Dictionary of Report of the Department of Employ Biography, Vol 5, Carlton, Melbourne University Press, ment, Vocational Education and Carlton, Victoria, 1974, pp 86-8 Training, 1987-1988 and 1988-1989, 16 R B Joyce, 'John Douglas', Australian Dwtwnary of Annual Report of the Bureau of Biography, Vol 4, pp 89-91 Employment, Vocational and Further 17 JT Cleary, The North Brisbane School of Arts, 1849- 1899, B A thesis, University of Queensland, Brisbane, Education and Training, 1989-1990 1967, pp 124-5 18 R B Joyce, op at, p 90 19 The Brisbane Courier, 15 August 1882 20 Minutes of North Brisbane School of Arts, JOL 1. Early developments, 1860-1900 21 The Queenslander, 12 October 1872, p 3 1 J Laverty, 'The Queensland Economy 1860-1915', in 22 Minutes of North Brisbane School of Arts, JOL DJ Murphy and others (editors), Prelude to Power, 23 Greg Logan, A Centenary of History of Home Economics University of Queensland Press, St Lucia, Education in Queensland, 1881-1981, Department of Queensland, 1970, pp 28-37 R Lawson, Brisbane in the Education, Brisbane, 1981, pp 1-2 1890s A Study of an Australian Urban Society, University of 24 The Queenslander, 22 June 1872, p 3 Queensland Press, St Lucia, Queensland, 1973, 25 The Brisbane Courier, 22 September 1890 The Queenslander, pp 50-1 27 September 1890 2 W Ross Johnston, The Call of the Land A History of 26 Royal Commission into the Educational Institutions of Queensland to the Present Day, Jacaranda, Brisbane, 1982, the Colony, Report, 1875, pp 154-6, 160-1, 174-5 Chapters 6, 9 Ross Fitzgerald, From the Dreaming to 1915 27 JT Cleary, op at , pp 138-49 A History of Queensland, University of Queensland Press, 28 Minutes of North Bnsbane School of Arts, 1872-73, St Lucia, Queensland, 1982, Part 2, Chapter 6 JOL 3 J Laverty, op at , pp 28-9 Stephen Murray Smith, A 29 JT Cleary, at ,p 155 Pugh's Almanac, 1877-1882 History of Technical Education in Australia, with a 30 The Queenslander, 29 November 1873, article and letter to special reference to the period before 1914, Ph D thesis, editor, 10 October 1874, p 7, 19 June 1875, p 6, 26 University of Melbourne, 1966, p 565 June 1875, p 4, 29 April 1876, p 16, 1 January 1877, 4 Reference for the section, 'Ideology' E Clarke, The p 17, 16 January 1878, p 24, 2 October 1880, p 524,16 Establishment of the University of Queensland, M A June 1899, p 16 (Qual) thesis, University of Queensland, 1973, 31 Minutes of North Bnsbane School of Arts, JOL pp 8-15 32 ibid 5 R Lawson, op at , pp 24, 60, 62 'Technical Instruc 33 The Queenslander, 16 July 1881, p 84 tion', The Queenslander, 1 December 1900, p 1112 34 Minutes of North Brisbane School of Arts, JOL 6 Royal Commission on Shops, Factories and Workshops A/16251, QSA
92 35 QPD, Vol 38, 1882, pp 1134-7 PP, 1902 Brisbane Technical College Calendar, 1898, 36 Minutes of North Brisbane School of Arts, JOL A/16253, QSA The Observer, 6 March 1900 The 37 The Brisbane Courier, 14 August 1882 Queenslander, 7 November 1891, p 901 38 The Brisbane Courier, 15 August 1882 74 Brisbane Technical College, Report, 1900-01, p 4, in PP, 39 The Brisbane Courier, 20 October 1882 1902 40 See remarks by R A Wearne, The Sun, 2 October 1921, 75 During the 1890s, the average wage for a tradesman and D Eghnton, The Brisbane Courier, 15 October 1921 was £150 Application of D Eghnton in University of Queens 76 Brisbane Technical College, Report, 1900-01, in PP, land Registrar of Applicants, EDU/44, QSA 1902 41 QPD, Vol 62, 1890, p 1370 77 The Observer, 6 March 1900 42 QPD, Vol 62, 1890, pp 1369-70 78 Bnsbane Technical College, Report, 1900-01, in PP, 43 ibid 1902 44 The Queenslander, 1 December 1900, pp 1112-13 79 ibid 45 Brisbane Technical College, Report, 1890, in V&P, 1891 80 Brisbane Technical College Calendar, 1898, A/16253, 46 Royal Commission on Shops, Factories, and Work QSA shops of the Colony, Report, 1890, p xh 81 Prize Giving, 1899, delivered on 19 May 1900, OM 47 QPD, Vol 65, 1891, p 1582 64-15, Brisbane Technical College, JOL Brisbane 48 A/16251, QSA Technical College Circular of General Information, 49 QPD, Vol 74, 1895, p 1201, Vol 83, 1899, p 1370 1895, A/16253, QSA 50 The Evening Observer, 6 March 1900 82 Circular of General Information, 1895 Brisbane 51 Report, 1889, p 28 Technical College Report, 1900-01, in PP, 1902 52 See, for example, QPD, Vol 41, 1884, p 526 83 Circular of General Information, 1895, A/16253, QSA 53 Brisbane School of Arts, Report, 1886, EDU/A 338, Brisbane Technical College, Report, 1900-01, in PP, CTC, QSA 1902 Prize Giving for 1899 delivered 19 May 1900, 54 Brisbane School of Arts, Report, 1888, EDU/A 338, OM 64-15, Brisbane Technical College, JOL Royal CTC, QSA Commission on the University of Queensland, Report, 55 EDU/A 338, CTC, QSA 1891, p 28 56 Brisbane School of Arts, Reports, EDU/A 338, CTC, 84 QPD, Vol 74, 1895, p 1201 QSA 85 S Murray-Smith, op at , p 577 57 QPD, Vol 58, 1889, p 1767 86 A/16253, QSA Brisbane Technical College, Report, 58 Brisbane School of Arts, Report, 1883, 1886, EDU/A 1900-01, in PP, 1902 338, CTC, QSA The Brisbane Courier, 17 January 1883 87 S Murray-Smith, op at , tables on pp 606, 608 59 Brisbane School of Arts, Report, 1883-89, EDU/A 338, Brisbane Technical College, Report, 1890, OM 64-15, CTC, QSA Brisbane Technical College, JOL Brisbane Technical 60 Brisbane Technical College Circular of General Infor College, Report, 1900-01, in PP, 1902 mation, 1895, A/16253, QSA 88 Brisbane Technical College, Report, 1893, 1895 Annual 61 Technical Education Superintendent Applicants, Prize Giving for 1896, OM 64-15, Brisbane Technical EDU/45, QSA College, JOL Brisbane Technical College, Report, 62 Brisbane School of Arts Minute Books, 1896-97, JOL 1900-01, in PP, 1902 Report of Sub Committee of Technical Education, 89 S Murray-Smith, op at , p 583 1897, A/16253, QSA QPD, Vol 80, 1898, p 1356 90 The Evening Observer, 6 March 1900 63 QPD, Vol 80, 1898, pp 1355-9, 1373-9 91 For full history, see B McKeenng, History of South 64 Bnsbane Technical College Circular of General Infor Brisbane College of Technical and Further Education, Boolarong mation, 1895, A/16253, QSA Brisbane Technical Col Publications, Brisbane, 1988 lege, Report, 1900-01, A/16255 (also in PP 1902), QSA 92 A/16251, QSA South Brisbane Technical College 65 Brisbane Technical College Calendars, A/16251-16253, Calendar, 1902, A/16292, QSA QSA 93 S Murray Smith, op at , p 593 66 A/16251, QSA 94 A/16251, QSA 67 OM 64-5, Brisbane Technical College, JOL 95 ibid 68 Report of Sub Committee, 1897, A/16253, QSA 96 The Queenslander, 19 January 1901, p 123 of Supplement Brisbane Technical College, Report, 1900-01, A/16255, 97 QPD, Vol 72, 1894, p 1258 QSA 98 The Queenslander, 23 April 1887, p 666 69 Brisbane Technical College, Report, 1890, in V&P, 1891 99 QPD, Vol 72, 1894, pp 983-5 Special Report on the Brisbane Technical College, in 100 A/16251-4, QSA The Royal Commission on the University of Queensland, Report, 1891, p 163 Brisbane Technical College Report, 1895, OM 64-15, Brisbane Technical 2. The Government takes control, College, JOL 70 Brisbane Technical College, Report, 1890, OM 64-15, 1901-1918 BTC, JOL Sub Committee Special Report, 1897, 1 J Laverty, op at , p 40 W Ross Johnston, op at , A/16253, QSA pp 160-1 71 Report of the Sub Committee, 1897, A/16253, QSA 2 J Laverty, op at , pp 29, 32 Brisbane Technical College, Report, 1900-01, QSA 3 W F Connell, A History of Education in the Twentieth Century A/16255, QSA World, Canberra, Curriculum Development Centre, 72 Brisbane Technical College, Report, 1900-01, A/16255, 1980, pp 7, 9 QSA 4 WF Connell, op at , p 21 73 Reports in OM 64-15, Brisbane Technical College, 5 J Dalton, in Murphy, op at , p 24 JOL Bnsbane Technical College Report, 1900-01, in 6 Edward Bellamy, Equality, Socialist Labour Party,
93 Sydney, 1943 Edward Bellamy, Looking Back, Socialist pp 1200-10, 1344, 1493-8 Labour Party, Sydney, 1943 62 Technical College Conference Resolutions, A/16259, 7 W Ross Johnston, op at , pp 150-1 QSA 8 Stephen Murray-Smith, op at , pp 601-2 63 Speech at 1908 Annual Teachers' Conference, reported 9 Departmental Memo, 25 March 1992, A/16256, QSA in 77K? Queenslander, 18 January 1908, p 42 10 ibid 64 Applications for position of Superintendent of 11 ibid Techmcal Education, EDU/45, QSA 12 ibid 65 Civil Service List for 1917, JOL 13 Memorandum on Board of Technical Education by 66 Technical Education files, 1905-18, Analysis of John Story, 4 March 1903, A/16256, QSA minutes, reports and recommendations, A/16256-64, 14 QPD, Vol 88, 1901, p 2214, Vol 90, 1902, pp 1569-70 QSA 15 Stephen Murray Smith, op at , pp 937-9 67 A/16264, QSA 16 Telegraph, 5 March 1903 68 Technical Education Various, 1905-18, A/16256-64, 17 The Brisbane Courier, 5 March 1903 Telegraph, 5 March, QSA 1903 69 Report, 1909, pp 29, 95, 1912, p 138, 1915, p 165 18 A/16257, QSA 70 Confidential Memo, 27 October 1913, QU Various, 19 A/16256, QSA 1913, QSA 20 QPD, Vol 91, 1903, p 996 71 September Report, 1918, A/16264, QSA 21 A/16256, QSA 72 A/16260, QSA 22 D Green, The Growth of State Controlled Vocational 73 Reports by Story and Morns related to Proposed Education in Queensland under Leonard Morns, Technical Education Bill, dated 16 April, 18 June, 4 1909-1938, M Ed Studies thesis, University of September 1918, A/16264, QSA Queensland, 1986, pp 13-15 QPD, Vol 92, 1904, 74 Supplementary Report on Proposed Takeover of pp 283-4 The Daily Mail, 6 May 1904 Technical Colleges, September 1918, A/16264, QSA 23 A/16257, QSA Green, op at , p 9 The Brisbane Courier, 75 QPD, Vol 130, 1918, pp 1403-8 3 September 1904 76 ibid, p 1411 24 The Brisbane Courier, 13 July 1904 The Brisbane Courier, 5 77 The Daily Mail, 16 August 1918 The Brisbane Courier, 16, September 1904 17 August 1918 The Daily Standard, 17 August 1918 25 A/16256, QSA Telegraph, 17 August 1918 26 The Brisbane Courier, 23 February 1904 78 Telegraph, 20, 24 July 1918 The Brisbane Courier, 21 June, 27 QPD, Vol 93, 1904, pp 1203, 1293-7 20 July 1918 The Daily Standard, 3 July, 7 August 1918 28 A/16256-7, EDU/A 340, CTC, QSA 79 Telegraph, 17 August 1918 29 Report, 1904 (published in 1905) 80 See Statistics Sections in Reports 30 Report, 1904 81 Report, 1907, p 81 31 Letter dated 14 March 1905, A/16292, QSA 82 QPD, Vol 128, 1917, p 3362 32 Applicants for position of Superintendent of Technical 83 Report, 1906, p 28, 1916, p 131 The Brisbane Courier, 16 Education, EDU/45, QSA March, 1917 QPD, 1911-12, Vol 109, p 1772 Brisbane 33 PP, Vol 2, 1905, pp 337-8 Technical College Report, 1906, A/16259, QSA 34 ibid , p 337 84 Derived from statistical tables, Reports, 1907-18 35 Blue Book, 1905 85 Report, 1906, p 80 Telegraph, 4 April, 1917 36 A similar opinion is expressed in Green, op at , p 12 86 OM 66-15, BTC, JOL Warwick Technical College, 37 Derived from Technical Education Various Files, QSA A/16492, QSA The Daily Mail, 16 August 1912 38 Stephen Murray Smith, op at , pp 938-9 87 Report, 1913, p 127, 1914, p 134 39 The Daily Mail, 9 September 1904, 16 November 1904 88 Report, 1910, p 111, 1912, p 135 A/16264, QSA 40 A/16257, QSA 89 Report, 1915, pp 19, 23 H F Hardacre's speech at the 41 The Daily Mail, 25 November 1904 1918 Annual Conference of Technical Colleges 42 A/16256-7, EDU/A 339, CTC, passim, QSA reported in the Telegraph, 15 August 1918 43 A/16257, QSA 90 Report, 1910, p 111, 1911, p 113, 1915, pp 19-21 LC 44 A/16256, QSA Morris, 'The Place of Technical Education in the 45 EDU/A 339, CTC, QSA Training of the Future Citizen', The Brisbane Courier, 6 46 EDU/A 340, CTC, QSA The Brisbane Courier, 1 July June 1910 James Blair, Minister for Education, in the 1905 Telegraph, 13 August 1914 47 A/16258, QSA 91 See comments in The Daily Standard, 2 December 1915, 48 Report, 1905, p 79 The Brisbane Courier, 25 August 1916, The Daily Mad, 23 49 A/16419, QSA January 1917, Professor Gibson in The Daily Mad, 16 50 Report on Technical Colleges, 1906, A/16259, Charters August 1912 Chambers of Commerce of the Com Towers Technical College, A/16326, QSA monwealth Conference, 19 September 1916 A/16263, 51 EDU/A 339, CTC, QSA QSA 52 A/16257, QSA 92 L C Morris in a speech at the Annual Conference of 53 Charters Towers Technical College, A/16326, QSA Technical Colleges, 1918, A/16264, QSA 54 South Brisbane Technical College, A/16292, QSA 93 The Daily Standard, 16 August 1918 Stephen Murray 55 Reports on Technical Colleges, 1905 A/16419, QSA Smith, op at , pp 947-8 56 D Green, op at , p 4 94 Report, 1906, p 82, 1907, p 79, 1908, p 80 57 Report, 1906, pp 27, 79 95 Report dated 21 March 1906, A/16258, QSA 58 OM 64-15, Brisbane Technical College, JOL 96 Reports by Riddell and Story dated 29 August 1905, 59 QPD, Vol 99, 1907, pp 803-5 A/16256, QSA 60 ibid , pp 803-10 97 See analysis of number of students per subject in 61 QPD, Vol 99, 1907, pp 820-37, Vol 100, 1907, Reports on Technical Education in Reports, 1905-18
94 98 1918 Technical Education Conference, A/16264, QSA Ipswich Technical College', in 77i* Brisbane Courier, 22 99 Annual Conference of Technical Colleges, 1917, May 1916 Editorial, The Brisbane Courier, 22 May 1916 A/16263, QSA 'Pedagogue', The Daily Standard, 22 November 1917 100 The Daily Standard, 16 August 1918 R A Wearne at W E A Conference on Technical 101 Report, 1917, pp 18-25 Education in The Daily Mail, 23 November 1918 1918 102 A/16264, QSA Annual Conference of Technical Colleges, The Brisbane 103 A/16264, QSA Courier, 16 August 1918 QSA, Report of R McL 104 A/16265, QSA Riddell's speech at the 1918 Conference of Technical 105 EDU/16259-60, QSA The Brisbane Courier, 17 August Colleges, EDU/16264, QSA 1912 133 A/16264, QSA The Daily Standard, 16 August 1918 106 Report, 1915, p 134, 1916, p 166 Queensland Grazier, 8 134 1918 Annual Conference of Technical Colleges, December 1916 A/16264, QSA Telegraph, 17 August 1918 107 Report, 1907, p 80, 1916, p 131 Queensland Times, 8 May 135 Derived from statistics, Report of Superintendent of 1914 Technical Education, Report, 1905, 1918 Report, 1917, 108 EC Barton, 'Aspects of Technical Education from a p 19 Queensland Point of View', in Twelfth Annual 136 The Brisbane Courier, 14 September 1917 EDU/A 348, Meeting of the Australasian Association for the Ad CTC, QSA For a detailed history of the teaching of vancement of Science held at Brisbane, 1909, Report, Domestic Science, see G Logan, op at Brisbane, Government Printer, 1910, p 794 L C Mor 137 A/16292, QSA ns, in Report, 1910, p 110 LC Morris in The Daily Stan 138 EDU/A 342, CTC, QSA dard, 16 August 1918 139 The Brisbane Courier, 6 December 1918 109 Report, 1906, p 81 140 Report, 1910, pp 95-6, 109, 120, 1918, p 136 110 Report, 1906, p 82, 1909, p 95, 1914, p 135 141 The Daily Mail, 23 January 1917 111 Report, 1908, p 16, 1914, p 138 142 A/16492, QSA 112 A/16262, QSA The Brisbane Courier, 14 August 1915 143 A/16260, QSA Report, 1910, p 109 113 Report of 1917 Annual Conference of Technical Col 144 Report, 1911, p 114 leges in Telegraph, 19 August 1917 145 The Daily Mail, 16 August 1912 114 Minute by D Ewart, Director of Education, dated 3 146 Report, 1911, p 119 July 1905, EDU/A 340, CTC, QSA 147 The Daily Standard, 2 2 November 1918 115 Report, 1909, p 99, 1911, p 24 148 Report, 1916, p 130, 1917, p 22 116 Report, 1917, p 19 149 1918 Annual Conference of Technical Colleges, The 117 Report, 1918, p 21 Daily Standard, 16 August 1918 118 See, for example, Barton, op cit,p 793, LC Mornsin 150 Telegraph, 13 June 1918 Report, 1916, p 130, 1918, p 132 Report, 1910, p 96 and Report, 1913, pp 126-7, Professor Correspondence from MrsJ Berry, 12 December 1918, Gibson in The Brisbane Courier, 30 August 1912, Report of EDU/A 348 CTC, QSA Departmental Committee on Trade Training in Report, 151 Report, 1915, p 162 Telegraph, 19 August 1917 1915, p 21, R A Wearne, Principal of Ipswich 152 D Green, op at , p 37 Technical College, andj Maher, representative of the 153 Report, 1916, pp 130-1, 1917, pp 131, 136, 1918, p 133 Brisbane Chamber of Manufacturers at a WE A Con For a very full account see Green, op at ference, in The Daily Mail, 23 November 1918 154 Report, 1918, p 131 The Daily Mail, 26 February 1915 119 Report, 1916, pp 19-20 155 QPD,Vol 128, 1917, p 3373 120 The Brisbane Courier, 22 May 1916 156 Report, 1912, p 139 This date appears incorrectly as 121 Report, 1917, p 136 1911 in many secondary sources 122 See, for example, statements made by Herbert 157 Report, 1913, p 131, 1914, p 138 Hardacre, Herbert McPhail, and David Gledson in 158 The Daily Standard, 22,23 August 1918 QPD, 1917, Vol 128, pp 3363-4, 3369, Representatives 159 Derived from Technical Education Various Files, QSA, of the Brisbane Industrial Council, The Daily Mail, 23 and Reports November, 1918 160 Report, 1909, p 98 123 See, for example, R A Wearne in The Brisbane Courier, 161 Report, 1911, p 113 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 3. Gradual expansion, 1919-1943 ments in The Brisbane Courier, 18 August 1913, 30 August 1 W Ross Johnston, op at , pp 166-7, 170, 183-4 1913, 29 April 1914, 23 May 1916, WH Barnes and 2 QPD, Vol 183, 1944-45, p 1473 EWH Fowles in QPD, Vol 130, 1918, pp 1412,1931 3 W Ross Johnston, op at pp 165, 167 124 The Brisbane Courier, 14 July 1916 4 Report, 1920, p 64, 1923, p 13, 1924, p 120, 1926, 125 The Daily Standard, 22 November 1918 p 134, 1927, p 128, 1929, pp 137, 140, 1934, p 64, 126 Report, 1916, p 134 The Brisbane Courier, 25 August 1916 1936, p 52 127 The Daily Standard, 26 November 1918 5 Report, 1919, p 126, 1920, p 68, 1921, pp 77, 79, 1928, 128 LC Morris, 'Place of Technical Education in the pp 141-2, 1930, p 78, 1932, p 64, 1935, p 74 L Training of the Future Citizen', The Brisbane Courier, 6 Morris, History of Apprenticeship, Typescript, 1936?, June 1910 Report, 1911, p 115, 1913, pp 18, 127 PP 11, 13 129 Report, 1915, p 21 6 Report, 1929, p 139, 1931, p 50, 1932, p 64, 1934, p 61 130 The Brisbane Courier, 16 November 1916 7 Telegraph, 12 December 1929 131 Report, 1916, p 134, 1917, p 135 The Daily Standard, 4, 5 8 Report, 1932, p 64, 1935, p 72, 1937, p 48 The Brisbane December 1918 Courier, 1 December 1931 132 RA Wearne, 'Annual Presentation of Prizes at 9 QPD, Vol 175, 1939, pp 1438-9
95 10 See Technical Education and CTC Various and Staff 61 Report, 1924, p 122 Files, QSA 62 Report, 1924, p 120, 1928, p 141 The Brisbane Courier, 5 11 Reminiscences of Ivan Holm recorded by Brian February 1926 McKeenng 63 Report, 1928, p 142 12 Greg Logan, op at , pp 38-9 64 L Morns, History of Apprenticeship, Typescript, 13 Public Service Lists for 1924, QSA 1936?, p 21 14 EDU/A 363, QSA 65 Telegraph, 17 March 1922 The Daily Standard, 11 June 15 EDU/A 363, QSA 1924, 6 December 1929 The Brisbane Courier, 3 May 16 Comments made by McKenna, 3 October 1928 in 1924, 12 June 1924 CTC Various files, EDU/A 363, QSA 66 Report, 1924, p 123, 1926, p 129 17 Cases may be found in EDU/A 367-76, CTC, EDU/A 67 1941 State Education Convention, Report, Typescript, 108, Apprenticeship Training, QSA p 98 18 EDU/A 372, QSA 68 Principal's Annual Report, EDU/A 363, QSA < 19 Report, 1919, p 128, 1922, p 96, 1924, p 121 69 EDU/A 107, Apprenticeship Training, QSA 20 Evening News (Rockhampton), 31 October 1922 70 Memo from J Hill to L Morris, 29 9 30, EDU/A 109 21 Report, 1923, p 110 Apprenticeship Training, QSA 22 Report, 1923, p 109, 1924, p 121, 1928, p 138 71 Examples of this appear in EDU/A 102-6, Appren 23 EDU/A 360-3 Report, 1922, p 97, 1933, p 49 ticeship Training, QSA 24 EDU/A 363, QSA 72 Report, 1950, p 36 25 PE Hack, The Ipswich Technical College — Sixty 73 EDU/A 98 Apprenticeship Training, 1920-22, QSA Years of Local Control, Typescript, 15 October 1965, EDU/A 354, 364, CTC, QSA P 12 74 Report, 1929, p 137 The Daily Mail, 13, 16 December 26 The Brisbane Courier, 12 October 1932 A/16275, QSA 1929 27 Report, 1937, p 49 K S Cunningham, G A Mclntyre, 75 EDU/A 103, 106, Apprenticeship Training, QSA and WC Radford, Review of Education in Australia, 1938, 76 Report, 1930, p 76 Melbourne University Press, Melbourne, p 120 77 Report by Principal, CTC, 15 October 1930, EDU/A 28 Report, 1920, p 66, 1923, p 111 366, QSA 29 Report, 1923, p 112, 1928, p 143 78 Report, 1936, p 52 30 Report dated 18 December 1939, EDU/A 376, QSA 79 Report, 1921, pp 78-9 EDU/A 357, QSA 31 Report, 1923, p 111, 1928, pp 142-3 EDU/A 366, QSA 80 Report, 1928, p 130, 1929, pp 136-7 D Green, op at , p 60 81 Report, 1933, p 49 32 Reminiscences of Edgar Hiley, Harry Ruddy 82 Report, 1922, p 100 33 A/16265, QSA 83 Principal's Report for 1924, EDU/A 363, QSA 34 The Daily Mail, 5 December 1923 84 The Brisbane Courier, 12 February 1925 35 Report, 1920, p 64 85 Report, 1919, p 19 36 Report, 1920, p 63, 1921, p 80 86 Annual Report of the Principal, CTC, 1931, EDU/A 37 Report, 1937, p 50 369 38 Cloncurry State School files, QSA 87 L Morris, Paper read at Annual Conference of 39 Report, 1919, pp 20, 127 Technical Colleges, 1920, A/16265, QSA 40 David Green, op at , pp 122-3 88 The Daily Mail, 9 December 1921, 10 October 1922 41 RA Wearne, Principal of CTC, in The Brisbane Courier, Report by L Morris, 1923, EDU/A 358, QSA Report, 4 March 1927 1926, p 134, 1928, p 140 42 The Brisbane Courier, 19 June 1928 89 Report, 1933, p 49, 1938, p 48 43 The Courier Mad, 17 July 193 7 90 Report, 1934, p 62 44 Syllabus of Courses of Instruction in Technical Colleges, 1925 91 Report, 1935, p 74 45 Report, 1950, p 36 92 Report, 1920, p 67' 46 The Brisbane Courier, 28 October 1919 93 The Department of Public Instruction, State Education in 47 Statement by L Morris, A/12167, QSA Queensland, Brisbane, Government Printer, 1937^ p 59 48 The Daily Standard, 28 July 1921 94 QPD, Vol 34, 1919-20, p 2528 49 The Brisbane Courier, 9 May 1923 95 Greg Logan, op at , p 14 50 Report, 1920, p 64 96 Report, 1937, p 48 51 The Daily Mail, 15 August 1921 97 Greg Logan, op at , p 25 The Daily Standard, 29 52 The Brisbane Courier, 28 October 1919, 13 July 1920, 7 October 1919 Report, 1920, p 67, 1933, p 49 December 1920, 28 July 1921, 2 April 1923 98 Report, 1925, p 128 The Brisbane Courier, 5 November 53 The Brisbane Courier, 26 May 1921, 25, 28 July 1921 1920 54 The Daily Standard, 11 May 1923, 20 August 1923 The 99 EDU/A 363, QSA Daily Mail, 1 August 1921 100 Report, 1921, p 80, 1922, p 85 EDU/A 357, QSA 55 Telegraph, 18 November 1922 Note The date 1921 often given elsewhere is incorrect 56 Report, 1920, p 64 R A Wearne, CTC Annual Prize 101 The Daily Standard, 9 May 1919 The Brisbane Courier, 27 Distribution, The Daily Mail, 9 December 1921 The May, 11 June 1919 Brisbane Courier, 10 October 1922 102 A/16275, QSA 57 EDU/A 352, QSA 103 Report, 1931, p 49, 1932, p 65 Reports and cor 58 Report, 1922, pp 97-9 See also The Brisbane Courier, 13 respondence relating to Unemployment Scheme, August, 27 September 1921, The Daily Mail, 29 August A/16275, QSA 1921 104 A/16275, EDU/A 372, QSA 59 W Forgan-Smith, QPD, Vol 143, 1924, p 228 105 Letter dated 2 January 1933, A/16273, QSA Report, 60 Report, 1923, p 111 The Daily Standard, 25 September 1933, p 50 1923 The Brisbane Courier, 26 September 1923 106 A/16275, QSA 107 A/16275, A/16279, QSA 18 Reminiscences of Arthur Mackenzie, Ed Mathams 108 EDU/A 371, 376, 377, QSA Report, 1987-88, p 24 109 Report by L Morns, 24 September 1923, EDU/A 358, 19 Neil Marshall, Bureaucratic Politics, Personalities and QSA Bargaining Policy Making and Organisational 110 Report, 1924, p 123, 1927, pp 128-9 Change in Queensland's Institutes of Advanced 111 Report, 1935, p 74 Education, 1965-1971, PhD thesis, University of 112 Tech EoYVar, A/16282, QSA Queensland, 1984, pp 14-16 113 The Daily Standard, 20 April 1920 20 Reminiscences of Leo Talty in Mervyn D Taylor, An 114 Report, 1931, p 52 EDU/A 371, QSA Outline History of the Building Teaching Staff of the 115 Report by Principal of CTC, H McGilhvray, 8 May Central Technical College, Brisbane, unpublished 1933, QSA manuscript 116 Reports of Board of Juvenile Employment in Report, 21 Reminiscences of John Baxter, Leslie Greenhill 1935-40 22 Reminiscences of Jack Gibney (Other references — 117 The Daily Standard, 3 March 1936 reminiscences of Colin Marsh and Ray MacDougall ) 118 DM Waddington, WC Radford, J A Keats, Review of 23 Review of Education in Australia, 1955-1962, ACER, Education in Australia, Melbourne University Press, Melbourne, 1964, p 240 Melbourne, 1950, pp 131-2 Commonwealth State Appren 24 Reminiscences of Jack Gibney, Ed Mathams, John ticeship Inquiry, Report, Government Printer, Melbourne, Ramsay 1954, pp 72-3 See also comments by John Turner in 25 Report, 3 July 1957, TECH ED/VAR, A/16284, QSA QPD, Vol 183, 1944-45, p 1474 26 Reminiscences of Dr Norm Pyle, Phil Hack, Pym 119 Report, 1942, p 10 Hills, Edgar Hiley, Leslie Greenhill 120 Report, 1940, p 8, 1942, p 10 Commonwealth-State Appren 27 Professional Officer, November 1959 ticeship Inquiry Report Government Printer, Melbourne, 28 QPD, Vol 234, 1962, p 1528 1954, p 72 29 Reminiscences of Edgar Hiley 121 Report, 1932, p 66 Statistics derived from Reports 30 Reminiscences of Ray MacDougall 122 The Daily Standard, 12 February 1927 31 Report, 1973, p 27 123 EDU/A 364, QSA 32 Survey of Needs, 1972, p 6 124 Report dated 26 September 1928, EDU/A 364, QSA 33 Reminiscences of John Ramsay, Colin Marsh 125 EDU/A 363, QSA 34 Report, 1957, p 20, 1958, p 20 126 Reminiscences of Edgar Hiley 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 4. The Cinderella image, 1944-1973 Statements by Jack Pizzey in The Courier Mail, 26 June 1 W Ross Johnston, op at , pp 170, 174-5 Common 1962, 13 July 1963 wealth-State Apprenticeship Inquiry, Report of Commit 38 Report, 1957, p 22, 1960, p 7, 1965, p 9 Survey of Needs tee, Government Printer, Melbourne, pp 23-4 The for Technical Education in Queensland, 1971-75 Department Sunday Mad, 14 August 1951 of Education, Queensland, Technical Education 2 W Ross Johnston, op at , pp 188-90 Survey of Needs for Branch, May 1972, p 8 Technical Education in Queensland, 1971-1975, Department 39 Report, 1947, p 27 Reminiscences of Leslie Greenhill of Education, Queensland, Technical Education 40 PE Hack, The Ipswich Technical College — Sixty Branch, May 1972, Appendix The information in this Years of Local Control, typescript, 1956, pp 16-19 survey subsequently appeared in A Submission to 41 Report, 1956, p 25 ACOTAFE, Australian Committee on Technical and Further 42 Reminiscences of Ruth Don Education, Department of Education, Queensland, 43 This perception and the specific expressions was a 1974 common feature of many of the reminiscences of 3 QPD, Vol 239, 1964-65, pp 1080, 1516, 2132, 2135-6, retired officers of technical education recorded by 2140 Brian McKeenng Also referred to in reminiscences of 4 Report, 1957, p 19 Harry Hauenschild 5 Report, 1958, p 20 Queensland Teachers' Journal, 44 Report, 1959, pp 20-1 Vol 68, 1963, pp 259-60 45 Report, 1965, p 9, 1967, p 8 E R Treyvaud and J 6 QPD, Vol 223, 1958-59, p 1961, Vol 239, 1964-65, McLaren, Equal but Cheaper the Development of Australian p 1081 Colleges of Advanced Education, Melbourne University 7 The Brisbane Courier, 5 January 1933 Press, Melbourne, 1976, pp 7-9 8 Reminiscences of Edgar Hiley 46 Report, 1963, p 10 9 The Education Times, Special Issue, 30 December 1983, 47 The Courier-Mail, 13 July 1963 Educational History Unit, Department of Education 48 For example, see Cabinet decision, 2 August 1960, to 10 This is evidenced by reminiscences of TAFE officers explore possibility to acquire further land in Mernvale recorded by Brian McKeenng Street to establish a separate South Brisbane Technical 11 Reminiscences of Clyde Gilmour College, TECH ED/VAR, A/1628, QSA 12 Reminiscences of Clyde Gilmour and Phil Hack 49 Report, 1964, p 5, 1965, pp 5, 9, 1967, p 9 13 TEAC files held by QSA and Department of Education 50 Reminiscences of Clyde Gilmour show the process of delegated decision making 51 Report, 1964, p 5, 1965, pp 5, 9 14 Reminiscences of Clyde Gilmour 52 Report, 1967, pp 9-10 15 Reminiscences of Dr Norm Pyle 53 Dr A M Fraser, 'The Institutes of Technology Their 16 Files, Educational History Unit, Department of Role in Tertiary Education', Quest, Vol 1, No 1, August Education 1967, pp 27-31 17 Reminiscences of Edgar Hiley 54 Cases cited in Neil Marshall, op at
97 55 Report, 1971, p 48 Education Branch, July 1960, pp 42-7 56 Report, 1970, pp 6-7 90 TECH ED/VAR, A/16282, QSA 57 Reminiscences of Fred Beven 91 For other enrolments see Report, 1961, p 9 58 Report, 1965, p 9 'The present situation', in A Submis 92 Reminiscences of Clyde Gilmour recorded by Brian sion to ACOTAFE, Australian Committee on Technical and Fur McKeenng ther Education, Department of Education, Queensland 93 Report, 1951, p 27, 1952, p 23, 1953, pp 26-7 QPD, 1974, pp 16, 18 Vol 202, 1951-52, p 1314 59 R M McDonnell, WC Radford, P M Staurenghi, 94 Report, 1958, p 22 Review of Education in Australia, 1948-1954, Melbourne, 95 Report, 1965, p 9, 1967, pp 8-9 ACER, 1956, pp 50-2 Report, 1948, p 26 96 Reminiscences of Peter Tait 60 Apprenticeship Report of 1944 97 Minute from H McGilhvray to Director-General, 61 Report of DC Hamilton, 14 May 1945, EDU/A 134, LD Edwards, 22 May 1944, TECH ED/VAR, CTC, QSA Report, 1944, p 6 A/16282, QSA 62 Commonwealth-State Apprenticeship Inquiry, Report, 98 TECH ED/VAR, A/16284, QSA March 1954, p 5 99 Report, 1958, p 23 63 The Sunday Mail, 14 October 1951 100 Reported in Queensland Teachers' Journal, Vol 68, 1963, 64 Submission of the Principal Research and Guidance Officer, pp 259-60 Department of Public Instruction, Brisbane to the 101 Derived from Reports Commonwealth-State Apprenticeship Inquiry, 1952, pp 35-6, 102 Written reminiscences of Walter Gdhs held in EHU 72, 73-4, 76 Technical Education Files 65 Commonwealth-State Apprenticeship Inquiry, Report, 103 Reminiscences of Jack Gibney pp 27, 54 104 Reminiscences of Walter Gilhs 66 Report, 1953, p 26 67 Statement by C K Evans, The Courier-Mail, 7 November 1957 5. New concepts — TAFE, 68 QPD, Vol 223, 1958-59, p 1955 69 James D Rorrison, The Apprenticeship System Australian 1974-1987 Style Brisbane, Department of Employment, Voca 1 Economic Profile, Queensland, Premier's Department, tional Education and Training, 1988, p 14 Queensland, April 1988, pp 9, 11, 12 70 Report, 1962, pp 7-8 2 Proposed Topics for the Department's Submission to the Committee of 71 Report, 1948, p 8 Inquiry into Education and Training, TAFE Division, Depart 72 QPD, Vol 239, 1964-65, pp 1086-7 ment of Education, March 1977, pp 44, 45, 47 73 ibid 3 The Australian, 18 June 1980 The Courier Mad, 24 July 74 Reminiscences of Phil Hack 1980 75 Report, 1963, p 10 4 Economic Profile, Queensland, p 13 76 James D Rorrison, op at , p 17 5 Nick Baikaloff, The Kangan Report — Promise and 77 Report, 1975, p 27 Performance, Typescript, pp 9-10 Leslie G Greenhill, 78 Leslie G Greenhill, Promise and Performance The op at , p 8 Impact of the Kangan Recommendations on Educa 6 Leslie G Greenhill, op at , p 1 tional Access to Queensland TAFE, 1975-1985, 7 Australian Committee on Technical and Further Educa M Pub Admin dissertation, University of Queens tion, 1974 (Chairman M Kangan), TAFE in Australia, land, 1985, p 101 Reminiscences of Peter Tait, Harry AGPS, Canberra, Vol 1, p xxxv Hauenschild, Harry Ruddy 8 Australian Committee on Technical and Further Educa 79 Reminiscences of Norma Davie tion, 1975 (Chairman E Richardson), TAFE m 80 The Courier Mail, 6 June 1951 Reports of the Senate of Australia Second Report on Needs in Technical and Further Educa the University of Queensland in Report, 1951-55 tion, AGPS, Canberra, 1975 Minute to Minister, 31 October 1956, TECH 9 Report, 1975, p 26, 1977, p 21 ED/VAR, A/16283, QSA 10 Leslie G Greenhill, op at , p 110 81 Minute to Minister, 31 October 1956, TECH 11 Report, 1984, p 35 ED/VAR, A/16283, QSA Letter to Minister from 12 Report, 1986, p 43, 1987, p 34 Institute of Engineers, 30 August 1957, TECH 13 'The present situation', in A Submission to ACOTAFE, pp ED/VAR, A/16284, QSA 13-14, 'Future aims and objectives', pp 1-2 82 Minute to the Minister, 31 October 1956, TECH 14 A Submission to ACOTAFE (Draft copy), Department of ED/VAR, A/16283, QSA Minute to the Minister, 12 Education, Queensland, April 1975, 1 1 1-1 1 3 February 1957, TECH ED/VAR, A/16284, QSA 15 Leslie G Greenhill, op at, pp 39-40 Reminiscences of Minute to the Minister, 3 November 1958, TECH Peter Tait ED/VAR, A/16285, QSA 16 M H Bone, 'The Kangan Report', The Australian 83 Report, 1957, pp 19-20 See also Report, 1953, p 26, for Technical Teacher, February 1975, p 7 Reminiscences of similar option Peter Tait 84 QPD, Vol 219, 1957-58, p 1205 Report, 1961, p 9, 1962, 17 'Sixth Interim Report Post Secondary Education', in P 8 Select Committee on Education in Queensland, Report, 85 TECH ED/VAR, A/16284, QSA Queensland Legislative Assembly, 1980 86 Telegraph, 27 May 1957 18 Leslie G Greenhill, op at , pp 53-4 87 Telegraph, 27 February 1958 The Courier-Mad, 12 March 19 Report, 1978, p 22 1958 20 Tim Pankhurst, 'TAFE "not an employment bureau" ', 88 Telegraph, 27 February 1958 The Australian, 14 May 1980 89 Report, 1958, p 21, 1960, p 11 Handbook of Courses Con 21 Nick Baikaloff, op at, p 25 Reminiscences of Arthur ducted by the Department of Education, Queensland, Technical Mackenzie, Peter Tait and Dr Norm Pyle
98 22 Reminiscences of Dr Norm Pyle 53 Reminiscences of Harry Hauenschild 23 Report, 1975, p 28 Reminiscences of Dr Norm Pyle 54 Proposed Topics for the Department's Submission to the Committee of 24 Reminiscences of Peter Tait Inquiry into Education and Training, pp 54-6 25 Handbook of Technical and Further Education Colleges and Courses, 55 Leslie G Greenhill, op at , p 101 1982, pp 9-11 56 James D Rorrison, op at , p 15 26 Leslie G Greenhill, op at, p 103 57 Report, 1982, p 25, 1983, p 23 27 Report, 1979, p 24, 1987, p 34 58 Gold Coast Bulletin, 7 May 1980, 7 December 1981, 12 Oc 28 Reminiscences of Dr Norm Pyle tober 1982 Report, 1983, p 23 29 Report, 1975, p 28 Reminiscences of Ron Dunghson, 59 Report, 1977, p 22 John Baxter, Bernie Stringer, Brian Crase and Nick 60 Report, 1979, p 23 Leslie G Greenhill, op at , p 69 Baikaloff 61 Report, 1984, p 34, 1985, p 50 30 Reminiscences of Dr Norm Pyle 62 Leslie G Greenhill, op at , pp 77-83 Southside News, 18 31 Report, 1975, p 28, 1978, p 25, 1985, p 48 August 1987 James D Rorrison, op at , pp 26-7 32 Leslie G Greenhill, op at , p 84 63 Leslie G Greenhill, op at , pp 72-3 33 Report, 1975, p 26 64 Derived from Reports, 1977-87 34 Report, 1976, p 21, 1979, p 24 The Courier-Mad, 22 September 1980 35 Report, 1976, p 23 6. A time of constant change, 36 The Development of Adult Education in Queensland, (The Thiele Report) 1972, p 6 1987-1990 37 Report of The Board of Adult Education, 1977, p 19 1 Report, 1987-88, p 31, 1988-89, p 21 Reminiscences of Peter Tait 2 Report, 1987-88, pp 7, 10 38 Report of The Board of Adult Education, 1977, p 19 Report, 3 Report, 1987-88, pp 8, 15, 16, 1988-89, pp 8, 26 1979, p 25 4 Report, 1987-88, pp 4-5 39 Reminiscences of Frank Rider 5 Program Statements State Budget, 1990-1991, Budget Paper No 40 Reminiscences of Peter Tait 3, Government Printer, Bnsbane, 1990, p 1 41 Report, 1986, p 44 6 Report, 1988-89, p 6 42 Leslie G Greenhill, op at , p 47 7 Report, 1989-90, pp 3, 7 TAFE Policy Policy Initiatives of the 43 Leslie G Greenhill, op at, p 55 Goss Government, p 4 44 Brisbane Technical College Evening Classes — CTC 8 Statement by Nev Warburton, Minister for Employment, Evening Classes — Evening Classes Department of the Vocational Education, Training and Industrial Relations, Teachers' Training College — Evening Tutorial Classes Forte, October 1990, p 2 — Centres for Continuing Secondary Education 9 Report, 1989-1990, p 7 45 Report, 1985, p 48, 1987, p 34 10 Forte, April 1990, p 2 46 Proposed Topics for the Department's Submission to the Committee of 11 Roy Wallace, 'Industry and award restructuring implica Inquiry into Education and Training, Managerial Services Sec tions for the Bureau', Forte, August 1990, p 2 tion, TAFE Division, Department of Education, March 12 Report, 1987-88, p 23 1977, p 15 13 Report, 1987-88, p 23 47 Report, 1983, p 23 Handbooks of Technical and Further Education 14 Report, 1989-90, p 7 Colleges and Courses 15 Report, 1988-89, p 13 48 Report, 1985, p 47 16 Forte, August 1990, p 12 49 Report, 1986, p 44 17 Fork, October 1990, p 5 50 Leslie G Greenhill, op at p 49 18 Report, 1987-88, pp 19-20 51 James D Rorrison, op at, p 14 19 Forte, October 1990, p 13 52 Proposed Topics for the Department's Submission to the Committee of 20 Forte, April 1990, p 7 Inquiry into Education and Training, p 55 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