School of Science and Mathematics Education The Rise and Fall of an Australian Technical College Program Alan D Gent This thesis is presented for the Degree of Doctor of Science Education of Curtin University August 2019 Declaration This thesis contains no material which has been accepted for the award of any other degree or diploma in any university. To the best of my knowledge and belief, this thesis contains no material previously published by any person except where due acknowledgement has been made. Signature: …………………………………………. Date ……………16 August 2019………………………………..… ii ABSTRACT In 2005, the Australian Federal Government started to establish a network of 24 technical colleges which were a class of secondary school that could combine high school education with vocational skills training. The objective was to encourage students to stay in school to complete a certificate and at the same time help them to develop skills in locally needed trades through apprenticeships and placements. Established in February 2007, the Australian Technical College – Perth South was one of these colleges. Students could complete their Western Australian Certificate of Education (WACE) and trades subjects would be covered at the same time as WACE subjects. The Australian Technical College program ceased on 31 December 2009 when the Labor Government under Prime Minister Kevin Rudd withdrew funding. Most of the 24 ATCs were integrated into existing education and training systems (State/Territory government, Catholic and Anglican), with some continuing as stand-alone independent schools. The purpose of the study is to investigate the reasons for the formation of the Technical College model from its earliest beginning in Australia, what prompted the Federal Government to form a new model in 2005, and why the model was discontinued after 2009. In answering these questions, focus is placed on the Australian Trades College, Perth South (formerly Australian Technical College, Perth South until August 2010), which was one of the last surviving colleges, finally closing in May 2013. The research has two foci, the first of which is a document analysis which explores: the history of technical and trades colleges; the apprenticeship model; various government decisions concerning the establishment of colleges; government reports; technical college bills in Parliament and government funding for technical education since the beginning of European settlement in Australia. The second focus is a contemporary view of rise and fall of the Australian Technical College – Perth South based on a series of interviews with previous staff members and students of the College. iii A historical method of research together with interviews conducted with former staff and students was involved in undertaking this case study. Qualitative variables, combined with an intrinsic case study methodology were used in the collection of the historical information. The historical research entailed the gathering of primary data, including first-hand accounts of information, eyewitness accounts of events, State and Federal Government Acts and Bills as well as examination of overseas governments’ approaches to technical information. Secondary sources of information included accounts prepared by persons other than those who participated in, or observed the events described. These involved newspaper reports, journal articles, reviews and academic books. The secondary resources enabled this researcher to understand the subject, and they provided extensive bibliographic information for delving deeply into the research topic. The process involved a rigorous collection and organization of evidence, and the verification of the authenticity and veracity of information and its sources. Seven informants who had been employed or involved with the Australian Technical College, Perth South throughout the period under study were interviewed directly and also answered a number of survey questions. These interviewees were all knowledgeable about the period under scrutiny, having direct experience in the college at that time. The interview transcripts were scrutinized to assign codes to arrive at common themes and the historical data was similarly used to arrive at themes that would parallel contemporary data. Finally, the research methodology involved the drawing and recording of conclusions in a meaningful narrative. An investigation of historical factors and analysis of the interview transcripts indicated that the main reason for the collapse of the college was the inability of the administration to manage alternative funding sources after the withdrawal of Federal Government funding. While an initially enthusiastic upper management of the College had many excellent ideas for alternative funding sources, later appointees were unable to sustain this enthusiasm due to their essential focus on maintaining economic sustainability. The study forms a foundation for further research into the creation of a bipartisan technical college program which includes more generous time constraints in establishment of the program than those initially imposed by the Department of iv Education Science and Training (DEST) and earlier consultation with political and industrial stakeholders to establish their support for the program, the lack of which was revealed in the research. v ACKNOWLEDGMENTS I wish to express my gratitude to the following persons who have helped in miscellaneous ways in the preparation of this thesis. I thank my supervisors, Professor David Treagust and Dr Mihye Won of the School of Education (previously the Science and Mathematics Education Centre) of Curtin University. I would also like to thank Professor Vaille Dawson who oversaw my first year coursework, and Professor David Blair of the Australian International Gravitational Research Centre for inspiring me with his tenacious belief in the existence of gravity waves over many years. In addition, I thank Terry, my spouse, friend and companion, for being so patient, forbearing, tolerant and supportive and for her extensive help as I agonised over elusive planning decisions while she had so many other activities she would like to pursue. Only a person who has been personally involved in such a long term project can appreciate the hours which must of necessity be denied to others, even to family members. I would also like to thank my interviewees for their patience and forbearance, and for the honesty of their answers. Alan Gent vi ABBREVIATIONS AND GLOSSARY List of Abbreviations ASbA Australian School based Apprenticeship ATC Australian Technical College The Act Australian Technical Colleges (Flexibility in Achieving Australia’s Skills Needs) Act 2005 DEST Department of Education, Science and Training TAFE Technical and Further Education (institution) VET Vocational Education and Training WACE Western Australian Certificate of Education Glossary Australian Students are able to commence a vocational and School-Based technical qualification while completing their school Apprenticeships studies. Certificate I Focuses on basic employment related skills. For example, with a Certificate I qualification, employment can be as a dry-cleaner, factory hand, or florist. Certificate II Focuses on the ability to carry out a specific range of routine tasks with some complex or non-routine activities. For example, with a Certificate II qualification, employment may be gained as a bank officer, cleaner or farmer. vii Certificate III Focuses on relevant theoretical knowledge and the ability to perform a defined range of skills. With a Certificate III qualification, it is possible for employment as an electrician, motor mechanic, plumber, metal fabricator or commercial chef. Focuses on a broad knowledge base incorporating theoretical Certificate IV concepts and the skills needed for some technician–level and management occupations. With a Certificate IV qualification, it is possible for employment as an accounts clerk, an architectural drafter or a fitness instructor. The specifications for a course or subject (module) which Curriculum describe all the learning experiences a student undergoes, generally including objectives, content, intended learning outcomes, teaching methodology, and recommended or prescribed assessment tasks. An organisation registered by a State or Territory recognition Registered authority to deliver training and/or conduct assessments and Training issue nationally recognised qualifications in accordance with the Organisation Australian Recognition Framework. (RTO) Registered training organisations include TAFE colleges and institutes, adult and community education providers, private providers, community organisations, schools, higher education institutions, commercial and enterprise training providers, industry bodies and other organisations meeting the registration requirements. viii Group Training A GTO employs an apprentice or trainee and places them with a Organisation host business in their chosen field. The GTO is the employer of the (GTO) apprentice or trainee which means a GTO is responsible for organising wages, workers compensation, superannuation and other employee benefits. GTOs also manage all the training the apprentice receives, which may involve giving them the opportunity to work in a range of businesses. Technical and A publicly funded post–secondary organisation which provides Further a range of technical and vocational education and training Education courses and other programs: for example, entry and bridging (Institution)