HERITAGE IS IN OUR HANDS A REVIEW OF HERITAGE TRADE TRAINING

COBB+CO MUSEUM and SOUTHERN QUEENSLAND INSTITUE OF TAFE

JUNE 2008 PROJECT: 8PASQ003

ccobbco_heritage_trades_report_CO1obbco_heritage_trades_report_CO1 1 110/7/080/7/08 4:18:534:18:53 PMPM ccobbco_heritage_trades_report_CO2obbco_heritage_trades_report_CO2 2 110/7/080/7/08 4:19:014:19:01 PMPM “There is a tide in the affairs of man, which taken at the fl ood, leads on to fortune; Omitted, all the voyage of their life is bound in shallows……”

William Shakespeare, Julius Caesar, Act 4

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ccobbco_heritage_trades_report_4.2obbco_heritage_trades_report_4.2 2 110/7/080/7/08 4:22:344:22:34 PMPM Foreword There is a worldwide increase in the intensity of public interest in retaining the built and movable heritage icons that proclaim so much of our cultural heritage. At the same time, however, the skills necessary to conserve and maintain these valued cultural heritage icons are at risk of being permanently lost. Changing technology and lifestyle now impose different priorities and demands on the traditional ways these skills were once passed to the oncoming generations. There is a very limited time-window available before many of these skills will be lost forever. A new approach is needed to ensure these skills and critical knowledge continue to be available to future generations. It is strongly recommended that a new approach, based on teaching and learning fl exibility that recognises the value of different learning pathways, holds the key to success. This report reviews the background and extent, national and international, of the shortage of heritage-skilled craftspeople. It is clear that the issue is of international concern. The report proposes a different approach to addressing the situation and makes recommendations for its implementation.

Deborah Tranter John Elich Director Institute Director Cobb+Co Museum Southern Queensland Institute of TAFE Toowoomba Toowoomba 3

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ccobbco_heritage_trades_report_4.4obbco_heritage_trades_report_4.4 4 110/7/080/7/08 4:23:004:23:00 PMPM Contents Introduction ...... 6 What is the origin of this Heritage Trade Report? ...... 9 Research methodology ...... 9 What are heritage trades? ...... 11 What is the national view of heritage trades? ...... 12 What is keeping the heritage trades alive in 2008? ...... 14 Do we need to take action? ...... 16 Is there a market bottom line for the heritage trades? ...... 19 State of the heritage trade environment ...... 23 Perceptions of ‘heritage’ ...... 23 Heritage trade qualifi cations ...... 24 The people ...... 25 Intergenerational transfer of heritage trades ...... 26 Government policies and practices ...... 27 Partnerships and learning ...... 29 Giving heritage trades a real future ...... 32 Why learning pathways go with heritage trade training ...... 34 Learning pathway map – Heritage craftsmanship ...... 35 Case Studies of Learning Pathways ...... 36 Paul ...... 36 Thelma ...... 37 David ...... 38 Beth ...... 39 Fred ...... 40 Acknowledgments & Thanks ...... 41 Glossary of terms ...... 42 References ...... 43 Appendix 1: Sample potential linkages between heritage trade segments and national training packages ...... 45 Appendix 2: Sample training programs established from some linkages in Appendix 1 showing training packages and potential future pathways from the training experience .... 46 Appendix 3: Australian Qualifi cations Framework ...... 47

ccobbco_heritage_trades_report_4.5obbco_heritage_trades_report_4.5 5 110/7/080/7/08 4:23:034:23:03 PMPM Introduction

Over recent years, Australian society’s perception While there is increasing public attention on the This risk is rapidly becoming a matter of urgency as the of ‘heritage’ has clearly changed. There is a greater preservation of tangible heritage objects, there is treasure-trove of remaining artisans ages more quickly appreciation that our heritage is more than just a growing awareness that the real risk to heritage than it is rejuvenated with new blood. The window of recognisable ‘old buildings and monuments’. preservation lies in the permanent loss of that opportunity for passing the knowledge and skills onto We are becoming more familiar with the mosaic of knowledge and skills that formed the another generation is closing quickly. impact of cultural heritage in our everyday lives. foundation for past artisans. This risk is not only for Queensland or for Australian Importantly, we are now increasingly aware of “The conservation and preservation cultural heritage. Conventions and forums in the one of the oldest cultural heritages on earth— of valued tangible heritage artefacts British Isles, Europe and North America have all our Indigenous heritage. As our appreciation depends upon establishing opportunities identifi ed it. Unless suffi cient skilled workers are of this aspect of our heritage grows, so too does for passing the knowledge and skill to recruited and trained appropriately, the maintenance our understanding of not losing touch with others, including upcoming generations, of many heritage landmarks will result in strange new intangible heritage overall. More and more, and ensuring there is an environment buildings rather than realistic replication. In developing ‘heritage’ is being understood as an incorporation that encourages craftsmen and women Asia–Pacifi c countries, national governments are of the spirit and skills that produced the more to continue the quality ideals and now realising that their commitments to preserving recognisable physical structures and sites: a work demonstrated in our heritage their World Heritage sites are also eliciting signifi cant mosaic of language, crafts, stories and traditional masterpieces”. economic benefi ts in the form of cultural tourism. practices passed from generation to generation, (UNESCO Cultural Sector, Intangible Sites such as Hoi An Ancient Town and Ha Long providing creative inspiration and the skills to Bay (Vietnam), Great Wall, Summer Palace and turn inspiration into reality. Heritage, 2003 Convention) 6

ccobbco_heritage_trades_report_4.6obbco_heritage_trades_report_4.6 6 110/7/080/7/08 4:23:244:23:24 PMPM Entombed Warriors (China), Taj Mahal (India) • art/craft workshops, Heritage is in our hands: A Review of Heritage and Angkor (Cambodia) will require many skilled • heritage/history site visits and Trade Training was instigated by the Cobb+Co heritage tradespeople if these sites are not to be lost • museum/art gallery visits. Museum in response to concerns for the to future generations. All have core activities centred on traditional trades longevity of the heritage trade knowledge and At a time when many people are actively seeking to and crafts. skills associated with many specialist trades maintain links between lifestyle and their appreciation linked with the National Carriage Factory With greater emphasis on heritage conservation in Project. Th e museum recognised this risk was of heritage crafts, the pool of skilled workers capable legislation for building and development projects, of reproducing authentic heritage products is not limited to the carriage industry alone as well as a mounting community focus on ‘truth but extended across the full spectrum of declining—there is no system for ensuring the passage in advertising’, the need to preserve specialist of these skills between generations. While this directly heritage trades. Th e research was undertaken heritage trade skills has clear economic implications. in partnership with the Southern Queensland affects the local domestic economy, there is potential Submissions to the 2006 Productivity Commission for signifi cant harm to Australian tourism. Currently, Institute of TAFE under the sponsorship of Inquiry into Australian Heritage Places clearly the Queensland Department of Education, the 2.7 million overseas and 23 million domestic identifi ed a range of issues rising from the lack of cultural visits add $22 billion to Australia’s annual Training and the Arts to identify potential professional and traditional heritage trades skills solutions for providing training pathways economy. More than one-third is spent in regional affecting all levels of heritage conservation. Included Australia (P. Fairweather, Cultural Tourism Conference, and outcomes for reliable intergenerational among these issues was the lack of accredited training transfer of authentic knowledge and skills in Canberra, February 2008). While cultural tourism (Australian Productivity Commission, 2006). embraces a range of activities, three major areas of heritage trades vocations. tourist interest are: 7

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ccobbco_heritage_trades_report_4.8obbco_heritage_trades_report_4.8 8 110/7/080/7/08 4:23:324:23:32 PMPM What is the origin of this Research methodology Heritage Trade Report? This report is the result of a project initiated by The research was undertaken to review relevant Cobb+Co Museum (Toowoomba) and developed internet sites in Australia and overseas (in English in partnership with the Queensland Department or with English language translations), available of Education, Training and the Arts (DETA) and print references, as well as interviews in person and the Southern Queensland Institute of TAFE (SQIT). by telephone. It set out to review demand for training in heritage Interviewees were identifi ed through websites and trade craftsmanship and to identify options for by direct referral from project stakeholders and developing suitable training products. While this networks within the Vocational Education and research drew signifi cantly on Cobb+Co Museum Training sectors nationally. These sources provided experiences and networks as a consequence of access to information and anecdotal data on heritage their leadership in the National Carriage Factory trade program experiences from Holmesglen Project, it was not restricted to heritage carriages. Institute of TAFE (Victoria), Ballarat University Report fi ndings and recommendations had to (Victoria), Construction and Property Services address the full spectrum of traditional heritage Skills Council, SkillsTech Australia (Queensland), craftsmanship and the essence of heritage—passing Cobb+Co Museum, and South West Regional Offi ce on knowledge and skills to maintain the creativity of Department of Education, Training and the Arts. that characterises the trades and crafts of yesteryear. Benchmarks for internet research were from various Purpose sources: the fi ndings of the 2006 Productivity This project was undertaken for the following Commission’s Inquiry into Conservation of reasons: Australian Historic Heritage Places; records from • to research existing training products within the the 2007 National Workshop on Practical Heritage heritage trades sector, Conservation Skills & Training (New South Wales); • to identify demand in Australia and overseas for and analytical reports from Tourism Research heritage trade training products, Australia. Federal and State Government websites • to investigate the potential for contextualisation provided essential information about legislation and of existing training products to heritage trades future direction of conservation of cultural heritage. • to fi nd options for the development of heritage The report’s fi ndings and recommendations are a trades training products. point of view formed through consultations with On the basis of the fi ndings and recommendations, stakeholders and interested parties. the Department of Education, Training and the Arts will work towards implementing key elements.

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ccobbco_heritage_trades_report_4.10obbco_heritage_trades_report_4.10 1010 110/7/080/7/08 4:23:594:23:59 PMPM What are heritage trades?

A defi nition of the term ‘heritage’ can be elusive, communities, and in some cases, individuals have yielded to the motor vehicle makers of especially if trying to accommodate all individual recognise as part of their cultural heritage. today. Each group, in turn, will become part of perspectives in a community. The Register of Living heritage has fi ve elements, one of which tomorrow’s ‘heritage.’ National Estate established by the Australian is traditional craftsmanship. Another complication for a working defi nition Heritage Commission Act 1975 defi ned heritage as: Considering traditional craftsmanship as an of ‘heritage trade’ is the aspect of crafts and those places, being components of the intangible may be a paradox because the outcomes craftsmanship. The common distinction between natural environment of Australia or the are tangible objects. However, traditional trades and crafts is this: trades are based in cultural environment of Australia, that craftsmanship is not simply about the products; industry, and crafts in cottages or homes. have aesthetic, historic, scientifi c or social it involves the skills and knowledge essential for However, this simple approach is convoluted signifi cance or other special value for the continued production of the artefacts in an by the term craft being used to describe skilled future generations as well as for the present environment that encourages the transfer of skills trade levels, especially in Europe, and with community. (Australian Heritage Commission and expertise onto new artisans for ensuring ‘craftsman’ being recognised by tradespersons Act 1975 No. 57, 1975, Section 4, (1)) the ‘life’ of the craft. ‘Traditional craftsmanship as a ‘master tradesperson’. Rather than After the Register of National Estate was embodies the ongoing creativity that is refl ected establishing more barriers in distinguishing introduced, there was a strong community focus in so many masterpieces from our past’ (UNESCO where older trades and crafts fell in 21st century on preserving highly visible tangible objects of Cultural Sector, Intangible Heritage Convention classifi cations, ‘heritage trade’ is used in this heritage value. While this raised awareness of 2003, Defi nitions, Article 2). report as a description to cover both components. heritage within our culture, it also helped to UNESCO’s defi nition provides a very useful way This has allowed qualifi ed tradespersons to readily polarise community perceptions that heritage was of encompassing the range and variety of heritage acknowledge the descriptions of ‘master’ or only about buildings, monuments and sites. trades and crafts. It also establishes a highly fl exible ‘craftsman’. They strongly value such descriptions On the other hand, the Convention for the framework for embedding ‘new’ heritage trades even though the terms appear to have fallen off Safeguarding of the Intangible Cultural Heritage that invariably arise over time. If the creativity the formal qualifi cation scale in Australia. (UNESCO 2003) focuses attention on ‘living of past craft masters is to be continued, it must heritage’—the practices, representations, be recognised that heritage, by its very nature, is expressions, as well as knowledge and skills that dynamic. The carriage makers of last century 11

ccobbco_heritage_trades_report_4.11obbco_heritage_trades_report_4.11 1111 110/7/080/7/08 4:24:024:24:02 PMPM What is the national view of heritage trades?

The question about maintaining heritage is not Signifi cantly, heritage protection has relied heavily heritage maintenance. Heritage listing does not new nor is it confi ned to Australia. The October on government legislation both in Australia directly recognise the knowledge and work skills 1986 meeting of the Committee of Ministers under and overseas, with one consequence being the required for realistic restoration and replication. the Statute of the Council of Europe identifi ed need for readily measurable success benchmarks It may well be argued that such requirements are problems similar to those nominated in the for investment of public monies. This, in turn, not fully understood in the community. ‘Cultural 2006 Australian Productivity Commissioner’s has helped to endorse community traditional heritage’ has been now included in regional Report into Conservation of Australian Historic perception of heritage as being synonymous resource planning descriptions but this inclusion is Heritage Places. As discussed previously, given the with buildings and sites. This perception is relevantly recent and its real impact is not clear as diffi culties of fi nding an accepted defi nition of clearly demonstrated by government at all policy yet. In fact, the focus at these initial stages appears ‘heritage’, this is perhaps not surprising. The move levels, in actions and by-laws restricting heritage to be mainly on inclusion of Aboriginal and to incorporate heritage as part of the environment, primarily to ‘special places’ status. Torres Strait Islander environmental viewpoints as was the case with the Australian Government While such detail may build a general feeling that (J. Lennon, Natural Cultural Heritage, prepared Environment Protection and Biodiversity heritage is reasonably well protected, it also, as for 2006 Australian State of the Environment Conservation Act 1999 (EPBC), has simply added the 2006 Australian Productivity Commissioner’s Committee, 2006). to the array of community meanings attributed Report into Conservation of Australian Historic Discussion papers prepared for the Australian to heritage. Heritage Places pointed out, hides the true cost of State of the Environment Committee 2006 12

ccobbco_heritage_trades_report_4.12obbco_heritage_trades_report_4.12 1212 110/7/080/7/08 4:24:084:24:08 PMPM identifi ed membership of peak professional bodies the New South Wales Government’s 2000–2005 organisations and historical societies, which as remaining static despite 14 universities offering Heritage Trades Training Strategy, and the are maintaining a signifi cant proportion of the 40 tertiary qualifi cations refl ecting heritage 2007 National Workshop on Practical Heritage necessary underpinning knowledge and work conservation (Chris Johnston, prepared for the Conservation Skills and Training. The outcomes skills associated with particular niche areas Australian State of the Environment Committee, were focused totally on trade and professional of heritage trades, e.g. Australian Farriers and 2006). The clear implication was of suffi cient skill sets associated with heritage buildings. Blacksmiths Association (http://www.afba.org. opportunity for obtaining relevant skills. This Final achievements from these initiatives are au/). Specialist but often non-accredited training summation would confl ict with views expressed still being determined. is predominantly provided through community in public submissions from individuals, local Importantly, pre-discussion papers for the groups, professional organisations, museums, councils and heritage organisations that a lack of Australian State of the Environment Committee heritage societies and living history groups and trade skills to put conservation aims into practice 2006 also identify volunteers as playing a heavily supplements training through the formal needed critical attention. core role in cultural heritage activities. This education and training system. Two high-profi le actions linked with the aims probably sums up the ad hoc environment of the 2006 Productivity Commissioner’s that is currently keeping heritage trades Report into Conservation of Australian Historic alive. It is the proactive accomplishments of Heritage Places have been the introduction of enthusiasts, in education systems or in heritage 13

ccobbco_heritage_trades_report_4.13obbco_heritage_trades_report_4.13 1313 110/7/080/7/08 4:24:164:24:16 PMPM What is keeping the heritage trades alive in 2008?

Historically, the traditional apprenticeships industry and business and a steep decline increasing uptake of heritage trade training system opened the gate to journeymen in opportunities to practise those skills at opportunities. Student interest ranges from to increase the extent of their respective work. Ironically, the same communities have initial curiosity, to seeking particular skills, trade crafts through a broad range of re-energised their appreciation of ‘heritage to regular attendance to learn as much as work experiences. Such a journey could masterpieces’ since the 1970s. Commercial possible. Trainers reported that some students culminate, in time, with peer recognition as opportunities, such as heritage trails based have progressed to commercial enterprises. a master tradesman or craftsman through on tradition using the same knowledge and Holmesglen Institute of TAFE and Ballarat the presentation to and acceptance of a skills, have appeared as sustainable industries University identifi ed regular requests from masterpiece by the trade guild. The essence, in many regions around the world. The rise tradespeople seeking specialist heritage skills. if not the detail, of this system was maintained in conservation, sustainability and lifestyle The growth in popularity of Living History th into the 20 century. Since the 1950s, has also boosted demand for access to organisations, such as IronFest Organisation however, there have been many changes to specialist heritage trade skills, e.g. recreational Festival and the Abbey Museum Medieval this training pattern. As a result of changing equine activities, artistic blacksmithing and Festival as participative events, illustrates economic conditions, augmented business historical gardens. the considerable potential customer base for competitiveness and market globalisation, The rise in worldwide demand for skilled heritage trades. The growth in local quilting many trades moved from time-based heritage trade workers has occurred just groups in Queensland is an obvious example apprenticeship training, with a balance of as training systems are directly addressing of the increase in general interest in heritage broad work skills and industry experience, current industry needs. Reviews of training trades and helps to reinforce the breadth of to a more outcome-focused system, with a programs for specifi c heritage trade skills skill areas in this category. narrower and more concentrated skills base identify training as mainly driven by enthusiast It should be acknowledged that while directed at contemporary industry practices. groups, inside and outside formal training overall interest in heritage trades is generally Technology’s ability to hasten and streamline systems. During interviews, specialist trainers increasing, the depth of interest in any one work processes has accelerated this change were clearly enthusiastic to attend national and niche varies considerably. The variety of to a rate unforeseen even a generation overseas training programs to benefi t from specifi c heritage trade niches is immense. ago. A parallel societal change has been the every chance to improve their knowledge and It would be fair to assume that some segments community expectation for outputs from many skills in their heritage trade specialisation. are popular for social interaction as much trades, particularly in design type and rate of as for acquiring knowledge and skills. The work performance. Interest in heritage trades grows informal learning setting of many, if not This change in training regime structure Cobb+Co Museum (Toowoomba) and most, non-accredited training, is the preferred has led to, for the heritage trade sectors, a learning style of the participants. reduced demand for specialised training from associated network members report an 14

ccobbco_heritage_trades_report_4.14obbco_heritage_trades_report_4.14 1414 110/7/080/7/08 4:24:304:24:30 PMPM Does informal learning help? school curricula may contain references to The International Specialised Skills Institute cultural heritage, this is generally only at the (http://www.issinstitute.org.au/about/about. Although informal settings play a major awareness level. The Queensland Skills Plan html) offers fellowships for trade artisans to role in maintaining heritage trade learning and Queensland Certifi cate of Education study heritages skills and crafts to ensure the opportunities, they are a risk to the quality framework allow for hands-on experience passage of knowledge of the heritage industry. and authenticity of the outcomes. There but there is no plan to guide students in any are no formal qualifi cations in heritage Summary: direction. The most common use of primary trade areas in Australia. It is possible for any and secondary learning experiences is to guide Attention to the skills and associated organisation to offer ‘heritage training in students towards tertiary careers that address knowledge components for the heritage …’ by claim alone, with no need to validate heritage issues, e.g. engineering, archaeology trades relies mainly on informal learning outcomes, unless registration is required. or architecture. systems with some random opportunity Clearly, the value of those restoration or available through units of competency in As identifi ed in the pre-discussion papers for replication skills is questionable. A review some National Training Packages. of advertised commercial services in the the 2006 Australian State of the Environment national construction industry illustrates Committee, 14 universities offer programs with the use of ‘heritage trained’. As the pool of declared links to cultural heritage components. authentic trade individuals shrinks, it will be However, viewpoints expressed at both the increasingly important to ensure that whoever 2006 Australian Productivity Commission takes over actually possesses the appropriate Report into Conservation of Australian knowledge and skill for the job. At present, Historic Heritage Places and the 2007 National there is no dedicated training path to provide Workshop on Practical Heritage Conservation that assurance. Although a National Vocational Skills and Training suggest the training has Qualifi cation in Heritage Skills (Construction) some professional limitations. was introduced in England in 2007, a single Clearly, while the relevant tertiary programs qualifi cation at Level 3 at the end of an have considerable depth of knowledge, they apprenticeship is unlikely to genuinely provide do not provide for the necessary practical skill that assurance. sets. The considerable time and experience In Australia, cultural heritage is addressed needed to acquire such skills would not be in in some way by all three educational sectors: the expressed aims of the tertiary sector. While primary, secondary and tertiary. While this sector has these limitations, it remains a valuable authenticity resource.

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ccobbco_heritage_trades_report_4.15obbco_heritage_trades_report_4.15 1515 110/7/080/7/08 4:24:384:24:38 PMPM Do we need to take action?

As discussed previously, demand for qualifi ed challenge. The emergence of the creative economy heritage tradespersons is international, and is is also competing for the limited pool of skills and underpinned by changes to world economies experience. Heritage is shaping as a signifi cant and global marketing. Heritage tourism is now component of the core creative industries identifi ed central to many regional plans for economic by many governments, particularly in the United sustainability. Because changes to trade and craft Kingdom and Europe, as being major economic training have focused on current industrial and drivers in the 21st century. Founded on innovation business needs, the skills for the actual tasks are at and culture, the new creative economies will offer a premium, even though tertiary-trained heritage different pathways for methods of production, conservators may be able to identify the needs working relationships and employment opportunities, for conservation. especially for young people. While pragmatists may suggest replication and (While) the core of culture (is) still creativity, restoration can be done with modern materials, (it is) produced, deployed, consumed and enjoyed in reality, it does not suit many heritage features quite differently in post-industrial societies from and products. This is highlighted by the the way it used to be … Creativity is an input not specialisation of modern tradespersons. The skill an output. sets of many heritage trades would overlap the Another aspect of the creative industries … is parameters that defi ne many of today’s trades. their emphasis on local distinctiveness as well as The heritage craftsman, while being a ‘jack-of- global reach. Costs of access for new entrants are all-parts’, had to be the ‘master’ of those parts as not prohibitive … and anyone can play, allowing well. Consequently, the training needed to achieve marginal individuals, regions and countries to mastery was signifi cantly different in both content hitch their locality to the world economy. In and time demands. In a world that evaluates this context, locally specifi c skills, ideas and effi ciency as a function of time, the disparity in heritage are valuable means to stand out in the time factors is critically important. pack …and there are new opportunities for Meeting demand local culture and enterprise, including music, indigenous arts or locally based craft skills to There is a real practical challenge in attempting support global industries. to quickly fi ll heritage trade demands. As demand in commercial and private sectors grows for these J. Hartley, 2005 ‘The Creative Industries’ quoted in services, employment migration and the ageing Holden, J. (2007) Publicly funded Culture and the of experienced tradespersons exacerbate the Creative Industries. London: Arts Council England 18: 21–27. 16

ccobbco_heritage_trades_report_4.16obbco_heritage_trades_report_4.16 1616 110/7/080/7/08 4:24:414:24:41 PMPM Indigenous heritage artefacts high-level skills, rather than time taken, is the norm (Department of Employment and Training, 2005). In Australia, some fundamental challenges This is not a normally recognised 21st century trade in growing a creative economy can be readily training demand by contemporary industry. identifi ed. Indigenous heritage artefact production is routinely touted at politically sponsored forums While many comparisons can be drawn, the essence as a key platform for the economic sustainability for ensuring longevity of Indigenous heritage crafts of these communities. The same forums never is the recognition that time is needed to build the seem to take the issue further—establishing a true skill sets. Indigenous heritage needs a learning system to ensure traditional skills and knowledge setting that authentically passes on skills and are passed on. Perhaps it is also assumed that, generates creativity and participation in upcoming unlike contemporary education needs, traditional generations—strangely, the same requirements for heritage crafts will automatically transfer to the next traditional heritage trades everywhere. generation. Indigenous cultures are facing exactly Workplace training? the same issues and barriers as traditional trades in While training programs have been promoted as the every other heritage sector—their craftsmen share solution to the issue, other data should be examined accommodation in the shrinking pool of expertise before conclusions are formed. It is impossible with other heritage trade artisans. to avoid the conditions that helped create the As with other cultural groups, Indigenous heritage current shortage. Within the construction sector craft knowledge and skills are not spread equally alone, there has been massive urban renewal since across their community. The holders of these skills are 1950. The workplace training ground, so essential the masters of their respective fi elds. While there is to an apprenticeship, is now mainly fi lled with recognition and respect for these craftspeople within newer construction materials, methodologies and Indigenous communities through the nomination of technologies. The opportunity for actually practising Elders, the cultural complexities of the system are not on heritage buildings and features is becoming fully understood by the wider community. rarer. Similarly, the scarcity of heritage-experienced The 21st century demands for time and interest are personnel limits openings for apprentices to practise also inherent in Indigenous communities, leading the trade with them. This pattern is not construction’s to a disruption to the ways the masters’ apprentices alone; it is shared by all heritage trade areas. were traditionally chosen. As the most common At the National Workshop on Practical Heritage Indigenous learning style is built on a culture with no Conservation Skills and Training, held in New South formal terminology for ‘time’, a gradual acquisition of Wales in September 2007, John Fidler presented 17

ccobbco_heritage_trades_report_4.17obbco_heritage_trades_report_4.17 1717 110/7/080/7/08 4:24:524:24:52 PMPM a keynote address on programs to foster and retain such a move would be the equivalent of the heritage traditional crafts skills in the United Kingdom. tail wagging the Australian economic dog. This is not The National Workshop clearly acknowledged its sole decrying the importance of the heritage industry; focus on heritage construction was intentional because it is acknowledging the veracity of the perceived and heritage buildings were the majority of the listings for political economic value balance. national heritage places. The workshop nominated key In all documentation about heritage skill labour issues and solutions, of which the proposed formation of shortages, e.g. comparisons of presentations, workshop a national strategy and the establishment of specialised reports and website data records, there is a striking national training institutions were fundamental. similarity between today’s perceived recommended While this proposed strategy is initially attractive, solutions all the way back to the October 1986 meeting it needs to be remembered that the workshop was of Committee of Ministers under the Statute of the directed at heritage construction only. With the UK Council of Europe. This clearly suggests continuous experiences as a benchmark, John Fidler identifi ed 15 repetition of the same strategies is likely to continue skill sets essential for building conservation in the UK to produce the same results. Perhaps it is time to while the Construction Industry Training Board (UK) seriously consider some alternative solutions. nominated 28 sectors in which heritage trade skills play Interest organisations such as Cobb+Co, IronFest and a part. In addition, funding of almost £7 million in living history societies have built strong, informal training bursaries from the Heritage Lottery Fund was reputations for authenticity in retaining heritage injected to move a national scheme forward. If such a values. Rather than ignoring them, we should consider direction was adopted in Australia for every heritage how to draw them into the solution. At the end, trade component, the fi nancial impact on the Australian however, there needs to be a common understanding national training budget would be enormous. that the trade craftsman of yesteryear cannot be The role of VET duplicated as moulded replicas from a modern manufacturing process. In any discussion on Australian heritage trade skills, it must be stated fi rmly that the Vocational Education First phase of any strategy: focus on the collection and Training (VET) sector develops training nationally of authentic heritage trade skill sets. through National Training Packages. The units of Second phase: consider how to pass the knowledge to competency refl ect the importance that industry places future generations (time-based parameter refl ecting on the skill in contemporary workplaces. Nationally, development of expertise through individual all levels in the VET system hold a clear charter for experiences). This is the hallmark of a master supporting growth in employment opportunities for all craftsperson and the character of each heritage industrial and commercial sectors. While some overseas trade. This recognition is the linchpin for any presenters at heritage events yearn for a return to the strategy addressing demand and need for heritage ‘good old days’, the economic reality for Australia of trade training.

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ccobbco_heritage_trades_report_4.18obbco_heritage_trades_report_4.18 1818 110/7/080/7/08 4:24:584:24:58 PMPM Is there a market bottom- line for heritage trades?

Research of formal participation records for VET This issue placed serious doubts on any data for a builder restoring a house to Australian heritage trade training programs indicated only traditional measurement benchmarks used in Federation style standards. a small market for this sector. Specialist training VET reporting. It comprehensibly demonstrated A review of living history society websites programs ranged from limited to non-existent. Morrow’s proposition of ‘basing an organisation’s identifi ed a growing involvement in such Staff at Holmesglen Institute of TAFE and Ballarat future direction on what has happened in the organisations as well as burgeoning spectator University, two established trainers for heritage trades, past will no longer deliver the required results’. interest in the concept overall. For example, identifi ed shared issues in converting inquiries into In line with that, market trend and social the Abbey’s 2007 Medieval Festival recorded timely and cost-effective program participation. demographics rather than history may provide 18,500 participants including 14,500 visitors Dedicated qualifi cations in heritage trade sectors in a clearer forecast of the potential future for (http://www.abbeymuseum.asn.au/). IronFest National Training Packages were not available. While heritage trade training (Morrow 2002). Organisation (http://www.ironfest.com.au/ specifi c units of competency do exist in some sectors, If it is accepted that contemporary trade training organisation.html) held near Lithgow NSW has e.g. construction, the numbers of competencies are is aimed mainly at current industry practices built to 700 participants and 7000 visitors in limited and generally directed to managing a heritage in the National Training Package qualifi cations fi ve years. restoration project. structure, then more useful data sources lie with The Cobb+Co Museum marketing manager While this seemed to paint a gloomy reporting future unregistered training organisations that help identifi ed a growing participation at workshops for heritage trade training options, the Construction maintain heritage trade skills in Australia. While and a defi ned trend on returning participants. and Property Services Skills Council gave a clearer hard data was limited, even impossible, to extract Workshop instructors confi rmed this and understanding of the complexities in relying on because such organisations are voluntary, there is helped identify people who moved into small traditional collection and analysis approach to the data. suffi cient softer data to suggest trends. business after gaining workshop skills. Further, The Council provided data comparing the contents of The role of living history they pointed to the national and international units of competency for the incoming Construction exchange of heritage trade enthusiasts seeking Living history societies and organisations Industry Training Package BCG08 against draft more skills and knowledge. While only small, contribute to the overall popularity of heritage heritage trade units of competency developed as the overall movement shows a consistent trades. Trade sectors may argue such groups part of a separate Council project. It showed that trend, a fact confi rmed by Ballarat University do not refl ect trade, but they also acknowledge while the term ‘heritage’ was not part of the name in staff who have won International Specialist the skill sets involved represent the spirit of many units, the associated skill set applied to heritage Skills Institute Heritage Trade Fellowships traditional heritage trades. It is interesting to and contemporary experiences. This meant that the to Europe and the United States of America. note, in passing, that authenticity guidelines scope of training was wider than fi rst thought but According to Queensland Museum networks imposed by living history societies on their complexities in attempting to extract valid data rapidly and the Workshops Rail Museum, this members are far more prescriptive and enforced increased. Portfolio directors at SkillsTech Australia international movement is almost a norm more rigidly than heritage requirements for confi rmed this puzzle. for many enthusiasts. 19

ccobbco_heritage_trades_report_4.19obbco_heritage_trades_report_4.19 1919 110/7/080/7/08 4:25:074:25:07 PMPM Cobb+Co Museum also helped identify informal that cultural tourism contributes to Australia’s networks and organisations of trade specialists, e.g. tourism industry, the importance of maintaining letterhead signwriters, holding internal workshops heritage features has clear economic implications. on building personal skills in heritage trade Earlier Bureau of Tourism research identifi ed that skills and helping ensure those skills are not lost while the percentage share of overseas visitors for tradespersons who practise their trade with to art and craft workshops was less than 10%, contemporary technology. the same group was more likely than visitors to Heritage tourism other cultural attractions to want to experience something ‘new’ and be a member of the relevant The importance of international enthusiasts seeking arts industry sector (P. Fairweather, Cultural specialised training in heritage trade skills guided the Tourism Conference, 2008). interaction of heritage trades with the burgeoning Of particular interest is the research prediction heritage trail tourism attractions. Tourism Research to 2016 for cultural heritage tourism patterns. Australia’s report to the February 2008 Cultural While domestic overnight levels are expected Tourism Conference identifi ed patterns for domestic to decline signifi cantly, domestic day cultural and overseas visitors within cultural classifi cations. tourist levels are predicted to rise, providing an While ‘cultural visitor’ is a broad description, the overall growth rate of about 1.5% for domestic research subdivisions allow for in-depth grouping tourism. Overseas cultural visits should grow by against cultural events and activities. 4.8% annually. The overseas visitor profi le should The raw economic fi gures are telling. In descending move from the current dominance of United order of preference, domestic overnight tourists Kingdom, New Zealand and North American to favour visits to: more from Asia, particularly India, China and the (a) art and craft workshops Middle East. Given Australia’s change in attitude (b) museums and and growth in pride in our own heritage features, it is reasonable to suggest that overseas visitors (c) history/heritage sites as destinations. may eventually see Australia as a positive example Overseas cultural tourists prefer to visit history/heritage from which to build heritage trade and industry sites than museums. Domestic day cultural visitors sustainability for their own countries and for clearly prefer visits to museums and history/heritage Australia to provide the heritage trade training sites. Overall, there is a defi nite predisposition towards experiences as a future export industry. heritage-related venues. While these may appear to be The potential value of heritage tourism is ‘tour group’ characteristics, the same research identifi es exemplifi ed by Handmade in America, based in all categories as less likely to be part of a tour group. the Blue Ridge Mountains of North Carolina, They also stay longer than non-cultural visitors and are USA. It was founded in 1993 on the belief more likely to visit regional areas. Given the $22 billion

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ccobbco_heritage_trades_report_4.20obbco_heritage_trades_report_4.20 2020 110/7/080/7/08 4:25:074:25:07 PMPM that economic revitalisation wasn’t necessarily trades skills in regions. If cultural tourism is to play bound to luring modern industry to the area. an ongoing role in regional tourism plans, there Rather, it was believed there was major economic is a clear and urgent need to address both aspects potential in raising the low profi le of heritage and in a combined approach. While museum curator craftspeople that were fundamental to western qualifi cations are available at present, there is no North Carolina. Today, Handmade in America equivalent for heritage trades. is a nationally recognised, multidimensional Small business institution that has sparked initiatives and creative collaborations in education, Cobb+Co Museum has also nominated the small community revitalisation, economic opportunity for regional small business enterprises development, environmentally sustainable to provide tourist mementoes for cultural tourists. strategies, heritage tourism and incorporating Even a simple survey of tourist souvenir outlets shows crafts into building design. It has also enhanced most ‘Australian’ souvenirs are imported. Memento opportunities for makers, as opposed to Australia has established quality requirements for manufacturers, of handmade objects (http://www. souvenirs which promote the best authentic gifts of handmadeinamerica.org/). Australia. The key objectives of Memento Australia are to: Although only anecdotally supported at this stage, the promoted role of tourism in sustainability • Promote authentic Australian mementoes plans of many regional communities seems to • Set new standards in innovation and quality of parallel a rise in the number of local museums as mementoes for travellers towns establish heritage focal points for visitors, • Provide a linkage and understanding between e.g. Stockman’s Hall of Fame, Longreach; Gold creative suppliers and consumer markets Period Heritage Building Trail, Charters Towers; • Facilitate partnerships across cultural, tourism, Historical Village, Miles. The Queensland Heritage retail, government and business sectors Trail Network (http://www.heritagetrails.qld.gov. au/search.html) shows the importance the state • Develop revenue for Australian businesses government places on our heritage features as including tourism retailers, designers, part of tourism campaigns. While there are some manufacturers and craftspeople. outstanding examples, particularly historical Memento Australia provides education programs villages, it is also fair to say that many locality for artists, craftspeople, designers and retailers. museums are more like assembly sites than In their structured workshops, they help with historical presentation sites. This indicates not just product development, market entry and meeting the lack of museum curator skills but also, more the requirements of the market. Essential components importantly, a refl ection of the paucity of heritage of the workshops are:

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ccobbco_heritage_trades_report_4.21obbco_heritage_trades_report_4.21 2121 110/7/080/7/08 4:25:114:25:11 PMPM • Authenticity O_page/Education/Education_Info.htm) would • Market opportunities be a better way to raise the interest of school students in heritage trades. • Product development A side issue with some potential is the changing • Pricing to meet the market of Australian lifestyle expectations. While • Selling to profi t ‘heritage’ in any of its forms can draw strong • Sourcing authentic Australian gifts emotive responses, it is also true that new • Visual merchandising. community acceptance of conservation and sustainability is now drawing links to many Although such crafts are generally overlooked heritage industry skills. There is a blend of in many heritage trades discussions, the same national pride and ‘survival’ pragmatism in this concepts of craftsmanship apply. Many heritage change. Although there is insuffi cient data for trades originated in the craft industries. The fi rm sociological conclusions, there are suffi cient terms ‘craft’ and ‘craftsmanship’ are often used indications of a rising community interest in by older tradesman in describing the work of a heritage ‘things’. master tradesman. Because heritage trades concepts draw strongly The role of young people on national and cultural sentiment, there are One clear feature that emerges from all heritage realistic public expectations for any training trade information is the importance of involving system established, to be capable of making young people in heritage trade training to a return on investment — particularly public successfully transfer intergenerational skills. In sector investment. While data from existing Australia, this poses a diffi culty—there is no clear accredited programs suggests the market for such and recognised training path for acknowledged training is limited, the detail of future prospects heritage trades qualifi cations. It is more by based on market change suggests stronger good luck than management that apprentices potential overall, although market interest in gain experience in heritage trade skills. The particular niches may be still be small. United Kingdom has recently introduced a Rather than indicating a lack of a viable National Vocational Qualifi cation in Heritage commercial base in niche segments, it Skills (Construction) at Level III but such a is probably fair to say there is ample move in Australian training is unlikely given the opportunity to explore different training National Training Package outcomes focus on methodologies and marketing opportunities contemporary trade practices. The introduction that would allow training within recognised of an exposure strategy, similar to the Junior economic constraints. Apprentice Program at Cold Spring Historic Village, New Jersey, USA (http://www.hcsv.org/ 22

ccobbco_heritage_trades_report_4.22obbco_heritage_trades_report_4.22 2222 110/7/080/7/08 4:25:184:25:18 PMPM its own specialist skill and knowledge set. • While the overall demand is substantial, State of the heritage This convolution is typifi ed in the United the demand within any given sector is trade environment Kingdom. While there is extensive information signifi cantly smaller and is likely to be National and international literature nominates on the overall need of 6,500 skilled workers, the variable within any time span. a shortage of tradespersons with the knowledge, breakdown into numbers in skill areas is not • Because this shortage has been around innovation and technical expertise required to readily accessible. This highlights the extensive for some time, it is likely that current restore and replicate the work of the heritage array of segments that constitute heritage trades. approaches to training are not achieving artisans. While accepting a degree of ‘theatrical The overall sum of the subdivisions for heritage the desired outcomes. language’ from some sources on the urgency of trades training is substantial, especially when the situation, the problem is no doubt real and is viewed worldwide; the total of any individual Perceptions of ‘heritage’ accelerating. Global economic demands have had sub-section will be considerably smaller. Although ‘heritage’ is a commonly used a massive impact on timeframes for production It is necessary to access the potential demand term in Australia, it has a restricted general of goods and services, both in real terms and in for training from this viewpoint. To date, most meaning—as ‘places and associated objects’. society’s expectations. The associated shrinkage efforts in Australia and overseas appear to have This meaning is reinforced by mass media in economic time allowable for production been variations of the same theme based on and government use. Leaving aside ‘intangible is diametrically opposed to that considered traditional teaching methodologies. The shortage cultural heritage’ (as typifi ed by Indigenous acceptable early in the early 1900’s. This has still exists and more of the same is unlikely to culture), the restriction on the term makes it resulted in the use of new materials, techniques change that. and technologies more suited to these conditions. diffi cult to extract information and reliable Strategic foresight is about making wise As well having less time to practise traditional data for determination of heritage trades decisions today by having an informed skills, the availability of suitable materials and training demand. perspective on the future. opportunities to apply the learned skills has The term ‘trade’ is strongly embedded in Serafi no De Simone, November 2003 decreased exponentially, leading to a rapid decline general use but it is a badge that tradespersons of workers with the relevant knowledge and skills. Conclusions who have served apprenticeships do not willingly Overall, the demand for skilled heritage artisans • There is a defi nite international demand for share. On the other hand, ‘craft’ and ‘craftsman’ will keep increasing as the diffi culty in providing heritage trades training as a system overall. are historic terms that are readily accepted by traditional trade areas. They provide a shared the time needed to build the skill level of new • The rate of loss of trade expertise is far understanding of the complex knowledge and heritage trade entrants remains. However, a start quicker than system replacement. skill that identify ‘mastery’ of a skill. In fact, does need to be made. The alternative is a rapid • The general appreciation of fi lling this need is expansion of non-authentic ‘shoddy’ products and ‘craft’ is approved because it implies that mastery not well understood because the complexity cannot be acquired overnight. Perhaps the services that will help ensure considerable portions of the skills sets is not part of everyday of our heritage are lost forever. general public will just have to accept these terms experience. There is a substantial time now because time is an unaffordable luxury for The added problem of establishing reliable data demand in building individual abilities to the ensuring heritage trade skills are passed on to to assess the extent of the need is exacerbated necessary level of knowledge and expertise. upcoming generations. by the vast array of trade types, each with 23

ccobbco_heritage_trades_report_4.23obbco_heritage_trades_report_4.23 2323 110/7/080/7/08 4:25:234:25:23 PMPM Customer-driven companies understand they work of the heritage artisans. The reality is that should sell what customers are buying. Very few Heritage trade workplaces where such experience can be gained of us are doing that. qualifi cations are few and widely distributed. It is unlikely that Dr Ian Brooks, Customers are your business, Despite the clearly identifi ed demand for National Training Package training emphasising October 2005 http://www.ianbrooks.com/ heritage trades training, there is an absolute competency and away from a ‘time base’ would paucity of national qualifi cations that identify generate the experience required constantly for Conclusions such outcomes. While some units of competency large numbers of students. • Attempts to change established public have ‘heritage’ tags in their names, this does not It must be acknowledged that many relevant perceptions of heritage trades are long- follow through to qualifi cations. There are some National Training Package units of competency term projects. very defi nite reasons for this: can be applied to heritage trade situations. They • Development and promotion of heritage • The National Training Packages focus on simply do not carry the tag ‘heritage’. This would trades training programs will need to use developing skilled workers in contemporary strongly suggest the lack is in accessing and terminology based on existing perceptions skill areas for industry and commerce in a marketing heritage environment opportunities to enhance shared understanding. highly competitive global marketplace. to the trade level rather than in any capability • Use of the terms ‘craft’ and ‘craftsman’ • Work requirements have changed in line with to provide training. Currently, contextualised in the development and promotion of new materials, work practices and technology. apprenticeships are offered, e.g. Wheelwright, heritage trades training programs offers an Work tasks that are now outsourced used to be under Certifi cate III in Engineering (Production) opportunity to raise the profi le of quality done in-house; this narrows the training base. and Blacksmith under Certifi cate III in Engineering (Fabrication), see http://tsx.dtir.qld. synonymous with ‘master craftsman’ of • Heritage tradespersons moved from apprentice gov.au/cgi-bin/dycgi03.exe/inetsite/app/qtis/qtis. bygone years. to master – it was the journey for that trade or stm. Appendix 1 identifi es a range of some of • The current perception of heritage trade is craft. With current National Training Packages, these linkages. centred on buildings and construction. It the pathway of apprentice to experienced is essential that any program contains the tradesperson to manager is refl ected in The one apparent qualifi cation weakness is capacity and fl exibility to provide access for Diploma and Advanced Diploma programs. at the master craftsman level. Although trade sectors acknowledge this level, qualifi cations all traditional craftsmanship sectors in order • When all heritage sectors are taken into related to it are not available. Enthusiasts to maximise opportunity for uptake. account, the range of heritage occupations is in several areas identifi ed an informal peer • Indigenous crafts provide a medium vast while demand for any one sector may be hierarchy but there is no current path providing for building the wider community low. Many qualifi cation areas would not be formal recognition in Australia. understanding of cultural heritage and taken up to any signifi cant extent. The focus is not on the products as such but have the potential to be forerunners in the Having qualifi cations with ‘heritage’ attached rather on the skills and knowledge crucial for development of a fl exible training system for does not actually address the need for quality their ongoing production. all craftsmanship areas. skills, knowledge, innovation and technical expertise required to restore and replicate the UNESCO Cultural Heritage Convention, 2003

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ccobbco_heritage_trades_report_4.24obbco_heritage_trades_report_4.24 2424 110/7/080/7/08 4:25:234:25:23 PMPM Conclusions be effectively served by a Vocational Graduate Providers of both accredited and non- Certifi cate qualifi cation because of the inherit accredited training drew attention to the range • Although there are no formal heritage trades incorporation of a high experience level in of interest levels: from casual interest (‘what’s it qualifi cations in National Training Packages, trade practice. all about?’) to dedicated enthusiasts who return contextualised training plans can provide to every available training opportunity they opportunities in many areas. The people can, travelling nationally and internationally. • Opportunities for on-the-job training to a level to Comments from participants in living history The disparity of segments in heritage trades achieve competency in heritage trades do exist but society groups of ‘immersion’ in heritage life means the opportunities for valid learning are are limited. clearly demonstrate the rising participation proportionally variable, ranging from Bachelor of • There is a need to promote heritage trade levels in such events. Arts – Artist Blacksmith (Herefordshire Technical pathways for apprentices and trainees. Numbers College, UK) to one-day quilting workshops • Adults show the most serious interest. would be small but they would provide an with a church women’s guild. Just as an academic This could mean it is either diffi cult to attract opportunity to actively promote the heritage historian burrows into an area of interest and youth or the almost total lack of heritage sector and encourage youth participation. specialisation, heritage industry enthusiasts are trade-focused school-based training programs • There is a need for a formal qualifi cation that drawn to their particular segment of fascination steers them away from heritage trade areas acknowledges the craft as opposed to management and become immersed to their own depth during career selection. The available data is of heritage trades. Given the experience required of comfort. They are motivated by acquiring insuffi cient to confi dently ascertain reasons but to achieve a genuine craftsman level, Vocational knowledge and skill to meet personal goals, of would suggest the training methods generally Graduate level qualifi cations are more appropriate which qualifi cations usually rank fairly low. suit adult learning styles and situations, than any other level. especially lifestyle and work demands. This The result—a mishmash of formal and informal could suggest that interested people may be • A Vocational Graduate qualifi cation would be learning opportunities offered by a wide range more drawn to socially interactive informal fl exible enough to allow participation from all of agencies—highlights key issues and reinforces learning than to a perceived ‘formal class’ with heritage trade sectors, helping to avoid a build others for the potential market for heritage Registered Training Organisations. up of rarely used qualifi cation outcomes. The trade training. • There is a real and apparent risk that capacity to nominate other approved descriptors • The term ‘trade’ does not adequately cover the because of the lack of organisational rigour would ensure fl exibility to respond to different variety of heritage skill areas that attract interest. associated with some heritage industry events, trade areas. It is a misnomer that causes confusion in particularly for training, the quality and • The establishment of an assessment system discussions or promotions. for Vocational Graduate qualifi cations similar authenticity of learning outcomes cannot • While the overall market has considerable always guaranteed. However, there are no to the original guild acceptances would potential, the component segment total is ensure involvement of ‘artisan peers’ as ‘heritage’ qualifi cations currently available to also considerable. The resultant lower pool rectify this situation. quality management. of demand for any given area makes resource • An increasing interest of bona fi de tradespersons allocation diffi cult. The positive upshot is that although review of student numbers from different sources indicates in seeking appropriate heritage trade • The required outcome level also varies a lot. qualifi cations for commercial purposes would low demand in many areas, the broader picture 25

ccobbco_heritage_trades_report_4.25obbco_heritage_trades_report_4.25 2525 110/7/080/7/08 4:25:234:25:23 PMPM clearly identifi es a large pool of interest. More lifestyle requirements and learning styles of term opportunities. For many areas, heritage importantly, there is considerable expertise in interested people. trade experiences are the exception rather than many areas within that pool. • If meeting potential demand for heritage trade the norm. One of the oft-stated reasons for lack of training is to occur, the training strategies have to To put it bluntly, there is little to attract provision of heritage industry training is the be critically reviewed to ensure there is a real focus apprentices. Given that trade areas have only scarcity of suitably qualifi ed people to provide on meeting need. become more attractive in recent years because the training sessions – ‘Where will we get the • The unavailability of dedicated heritage trade of the resources boom, low wages and work staff to do this?’ Given the composition of the learning opportunities in secondary schools conditions do not usually attract young people. bigger picture, perhaps the question that needs signifi cantly limits the potential intake of new Add the limitations of dedicated employment to be asked is this: blood into the system. experiences and heritage trades offer very little to Generation Y, much less the upcoming Is the mode of training promoted out of kilter • There is considerable expertise available in Generation Z. with the needs of the interest groups involved? many heritage trade segments. The key issue is Recognition of Prior Learning (RPL) should identifying how that expertise can be accessed and Generation Y’s cultural values are noticeably recognise learning regardless of how, when used before it is lost forever through ageing of the different to those of the pre-Baby Boomers’ and where it was acquired, provided that remaining ‘craftsmen’. general yearning for the ‘good old days’. One well- the learning is relevant to the learning or researched and recorded difference is the way they competency outcomes in a subject, unit, Intergenerational comfortably accept changing job roles a number module, course or qualifi cation. of times in their working life. This seems at odds transfer of with the implicit message in most reports of Australian Qualifi cations Framework, RPL attracting youth that the answer lies in ‘attracting National Policy Principles, Principle 5, 2004 heritage trades youth and keeping them in there forever, just like http://www.aqf.edu.au/rplnatprin.htm Internationally there is a commonly expressed concern about the diffi culty of attracting youth into heritage the artisans of the past’. This author would suggest Conclusions trade areas. It appears to imply that prospect of a that approach is doomed. While acknowledging • There is considerable interest in ‘things qualifi cation will draw them in and the issue will be the need to attract initially, a more appropriate heritage’ in the general community. solved. It needs to be stated clearly, however, that the strategy is to allow them to move out of the area but keep the door open for them to return with • The heritage trades are not restricted to only issue is not just drawing youth into a system—it is new skills being recognised. In terms of cultural building and construction. The real diversity more about drawing them through the right door and heritage, this pattern is actually the norm rather of trades suggests that leaving management then, more importantly, keeping them in the room. than the exception. for all heritage trade segments in that sector While some heritage trade areas do attract apprentices, only, will automatically limit the capacity to e.g. stone masonry, the general number of heritage Separating the two events provides a more maximise potential training demand. trades-associated apprenticeships has declined as fl exible approach, allowing attention to focus on the aims of the ‘attraction event’ rather than on • It is highly questionable whether many a result of changing operational conditions and some external driver. This does not negate the of the more formal training programs demands. In real terms, there are very few paths need to use appropriate learning strategies but offered are consistent with the needs, in a formalised training system that offer long- it does offer the chance to focus on the learning 26

ccobbco_heritage_trades_report_4.26obbco_heritage_trades_report_4.26 2626 110/7/080/7/08 4:25:244:25:24 PMPM experience rather than assessment benchmarks. Conclusions is critical if the knowledge and skills are to be ‘Cultural heritage’ components in educational successfully passed to the new generation. • Adopting traditional teaching and learning curricula generally focus on the associated strategies to encourage youth into heritage trade • Sponsored apprenticeships and traineeships inherent knowledge. It might be promoted better areas is consistent with neither the learning styles could well provide an effective opening for to students as an experience if there was more nor the cultural values of Generation Y students. building interest in schools to the possibilities attention to hands-on learning activities. of a heritage trade future while still allowing • Any strategy to attract youth to heritage trade The introduction into Queensland of the for passage to contemporary careers. vocational areas should offer a range of multi- Queensland Certifi cate of Education and the portal exits and entries allowing them to Queensland Skills Plan allowed for more potential leave and enter at points consistent with their Government policies learning experiences of heritage trades for individual skill level. students. Although vocational education and and practices training programs in secondary education focus • There are strategies that could be used The policy directions for Queensland vocational on vocational qualifi cations leading to better job to give students access to heritage trade education and training are clearly directed prospects rather than ‘taster’ programs, this does learning experiences that are consistent with by federal policy imperatives. Increasingly, not rule heritage trades out of the equation. The the stated aims and objectives of VET in such imperatives have been driven by global skill sets for heritage and contemporary trade Schools programs. They do not have to be economic movements and are directed at raising areas are essentially the same. It is the environment mutually exclusive. participation in priority industry and commercial in which they are practised that differs. A • The core problem with intergenerational transfer areas as well as the overall qualifi cation level of requirement of any valid competency unit is the of heritage skills is not solely in the attraction to Australian workers. The VET system has a defi nite capability to apply that skill to new situations the area but in maintaining that interest. mandate to support industry and commerce in maintaining a position in contemporary work and to gain the knowledge relevant for the new • The capacity already exists for secondary school environments. While this appears on the surface environment. Therefore, a learning experience students to access tertiary studies in Heritage to put heritage trade jobs in the shadow of their correctly undertaken in a ‘heritage’ environment Conservation Management; those tertiary contemporary associates, the change in Australian should be transferable to a more contemporary programs are available. While this does address working conditions has boosted a range of situation. The core issue is not the environment one need, it does not make any impact on services and products not generally available in but rather ensuring that a suitable pathway ensuring the knowledge and skills for heritage pre-resource boom times. actually exists. trade conservation are carried to the next Young people today are often infl uenced by generation. The intergenerational transfer of The Queensland Skills Plan was introduced prevailing social attitudes and see little virtue in working skills and associated knowledge requires in 2005 (http://trainandemploy.qld.gov.au/ the ethos of working with one’s hands and years a completely different strategy. resources/corporate/pdf/pol_qldskillsplan_0306. pdf) to invigorate the vocational education and of study to qualify. • Intergenerational transfer of cultural heritage training sector. Although several key actions have Dr C J Lynch, ‘Putting value back into craft values, knowledge and craft skills have to be specifi c targets within Queensland’s industry education’, ITES Keynote speech, October consistent with the accepted cultural standards of and commerce enterprises, there are actions 2005. http://www.brickmaster.co.uk/ that setting. Other cultural benchmarks cannot that clearly identify the importance of building Craft%20Education.htm be imposed. For Indigenous cultural heritage this 27

ccobbco_heritage_trades_report_4.27obbco_heritage_trades_report_4.27 2727 110/7/080/7/08 4:25:244:25:24 PMPM integrated partnerships that open training Action 13: Attracting more people into These actions all identify a commitment for opportunities to an extent not currently available. apprenticeships changing the way ‘we do things.’ Action 1: Growing the Queensland VET sector The Queensland Government will also We must become the change we want to see. The Queensland Government will identify develop a broad pre-vocational program to Mahatma Gandhi opportunities for collaborative partnerships, in enable prospective apprentices to have more Conclusions consultation with industry and private providers, formal exposure to a trade prior to signing an • There is a defi nite chance to be a leading to ensure access to the best possible training apprenticeship contract. The program will expose innovator in the development and delivery services for clients using publicly funded training. participants to one or more industries, giving them a better understanding of the work involved, and of training to the spectrum of heritage trade Action 8: Giving industry ownership of whether it suits their interests. sectors at local and international levels. skills development through new customised • Although there has been no move to date, skills strategies Action 19: Customising training to meet the needs of our workforce there is a defi nite opportunity to re-establish The Queensland Government will introduce a the valued position of Master Craftsman - meeting the lifestyle needs of all TAFE range of engagement strategies to better partner through the heritage trades area. with industries on their skilling needs. Queensland clients by delivering training in different ways, such as face-to-face instruction, • The willingness to break the mould and Action 11: Dealing with the demand for online, distance education and in the consider alternative strategies has the skilled tradespeople workplace; and potential to support entry into world markets Developing master tradespeople through as well as domestic interstate markets. - increasing the number of Certifi cate IV and high-level vocational graduate certifi cate and above qualifi cations attained. • Cultural tourism which depends heavily on vocational graduate diploma programs. heritage trade sectors is a growing market Action 24: Delivering training for the highest Action 12: Reinventing the trades through new with considerable sustainability. skilled jobs occupational pathways • Adoption of different strategies aimed Refocus training efforts onto skills for people Any strategy to allow accelerated apprenticeship at involving a wide variety of potential working in skilled trades and associated training will require new and improved enhanced players can be achieved within the targets professional occupations. training opportunities, and strategies to achieve of both Federal and State Government this will be discussed with industry. policy objectives.

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ccobbco_heritage_trades_report_4.28obbco_heritage_trades_report_4.28 2828 110/7/080/7/08 4:25:244:25:24 PMPM Partnerships and learning

In any discussion about heritage trades, there is an essential fi rst step must be to recognise stratagem used by the National Aeronautics and an inherent risk of adopting a narrow, personal existing networks that refl ect the informal Space Administration (NASA) for the successful defi nition of the term because it automatically partnerships already in place. Recognition is Apollo 11 moon landing: start from the end restricts the scope of the discussion. Even worse, not about blinkered acceptance—it’s about and work back to see what is needed and what it limits the capacity to identify alternative understanding the strengths and limitations of is available. solutions. The perception that ‘heritage’ equates various partners and using that knowledge to The following diagram illustrates the potential to ‘old’ is a clear example. It can block out the build paths that allow for the interests, learning for existing partnerships, relationships and importance of creating conditions that encourage styles and personal circumstances of students to networks to draw together to create a learning tradespersons and artisans to continue to support learning. path matched to an emerging need. It is fl exible create crafts of all kinds. Failing to recognise The establishment and use of such partnerships and provides accountability of relevant heritage the intrinsic dynamism of heritage trades may can provide a multi-portal entry and exit trade training programs. well restrict identifi cation of strategies to fi x the learning path. Rather than replicating valuable chronic shortage of heritage tradespersons to resources—physical or human—learning established, traditional approaches. paths provide access to the existing reservoir The vast scope of individual heritage trade and of knowledge, critical thinking and experience. craft areas suggests there can be no one single They have substantial potential for implementing repository of learning for all sectors. However, cost-effective learning for small population there has been a consistent approach to the pools that characterise the various segments in situation of ‘establishing a centre for …’ While heritage trades. acknowledging this approach is often driven by There is no absolute operational structure for a well-intentioned desire for authenticity and developing learning pathway partnerships. It is quality, it also can lead to a restricted view in more a philosophy of effective communication seeking solutions. focused on a shared understanding of the To expand opportunities for the uptake of desired outcome and building a pathway to that learning and training in heritage trade sectors, outcome. It is, in essence, an application of the 29

ccobbco_heritage_trades_report_4.29obbco_heritage_trades_report_4.29 2929 110/7/080/7/08 4:25:274:25:27 PMPM University of Queensland (UQ) Cobb+Co Museum – UQ Partnership The University of Queensland has a strong A core component of this partnership to be developed over the next fi ve years is the focus on Asia–Pacifi c Training for Museums provision of accredited training opportunities for emerging museum and heritage and Sustainable Heritage Development. professionals in the Asia–Pacifi c region. The Queensland Museum works closely with A key partner is the Pacifi c Asia Observatory the Museum Studies Program at UQ in bringing together regional and international for Cultural Diversity in Human Development expertise through research, curricula and professional leadership. The provision of (UNESCO). technical skills is considered an important component of this partnership.

Cobb+Co Museum Southern Queensland Institute Cobb+Co Museum and Internationally recognised research of TAFE (SQIT) SQIT Partnership centre associated with heritage SQIT is the premier provider The organisations work in partnership trades. The museum houses the of vocational education and to deliver and assess workshop training National Carriage Collection and has training in the Daring Downs in heritage trades to provide a path to substantial experience in conducting and South West Queensland accredited vocational education and heritage trade workshops. regions. training qualifi cations.

Cobb+Co Museum Darling Downs SQIT – Darling Downs – Darling Downs Secondary Schools Secondary Schools Partnerships Secondary Schools Deliver education Deliver and assess vocational Partnerships programs leading education and training Deliver training to the Queensland programs against the workshops for heritage Certifi cate of requirements of national trade vocations. Education (QCE). training package qualifi cations.

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ccobbco_heritage_trades_report_4.30obbco_heritage_trades_report_4.30 3030 110/7/080/7/08 4:25:324:25:32 PMPM My partner, Dan Ireland, wants me to direct, and I read a lot of scripts. Some are good enough that I could see myself. But then it’s like, so what? Who cares? Let someone else direct it. Vincent D’Onofrio Conclusions • Strategies to alleviate shortages of skilled traditional heritage tradespersons need to be based on audits of existing skills and experience and establishing pathways that allow interested learners to access them. • Learning pathways, built on access to the full range of available experiences rather than on measurement against intermediate dedicated heritage qualifi cations, can be fl exible and adaptable enough to work with the variety of heritage trade sectors and with the small pool of interest in any single area. • Education and training for heritage trade skills should be directed at accessing learning opportunities that lead the learner to an exit point consistent with their individual needs and abilities. • The ultimate exit points for heritage trade learning pathways need to be at the same level as traditional heritage trades. • Vocational graduate qualifi cations with their focus at mastery are ideal ultimate exit points that would allow for the growth of learning paths built to meet student demand. • There should be no single ownership point for all heritage trade sectors but rather a common process for facilitation of training towards a qualifi cation. • Quality would be consistent if a partnership of all educational levels was facilitated. 31

ccobbco_heritage_trades_report_4.31obbco_heritage_trades_report_4.31 3131 110/7/080/7/08 4:25:464:25:46 PMPM Giving heritage trades a real future

Insanity: doing the same thing over and over again Learning pathways qualifi cations is on the application of skill sets and expecting different results. within the conservation of heritage trades. The establishment of leaning pathways, as This common characteristic allows different – Albert Einstein, Benjamin Franklin et al. opposed to dedicated study programs with heritage trade sectors to combine in the relevant requisite national qualifi cations at entry and Given the commonality between issues raised and qualifi cation level because the learning focus intermediate levels, provides a fl exibility that is solutions offered at the October 1986 meeting of moves from the actual skill set to its application clearly stated from the outset. While dedicated Committee of Ministers under the Statute of the in conservation of the trade. programs can imply fl exibility through Council of Europe and the 2007 National Heritage contextualisation, the reality is that such The following recommendations are directed Conservation Skills & Training Workshop in adaptability is rarely applied. Learning pathways at establishing a system focused on the creation Sydney NSW, together with the growing shortage represent a state of continual change refl ecting the of learning pathways within heritage trades of heritage trade skills, it could be fairly suggested core principles espoused by the 2003 UNESCO because of inherent cohesion with learners the strategies to date have failed. Cultural Sector – Intangible Heritage Charter and across the heritage trades spectrum, and If heritage trade skills are to have a future, a anticipated by the 1999 Burra Charter (http:// especially because of its capability to embrace the different approach is needed and this needs to be www.epa.qld.gov.au/cultural_heritage/owning_a_ characteristics of Indigenous cultural heritage. introduced sooner rather than later. It is essential heritage_place/guidelines/burra_charter/). The recommendations are offered from review that any fresh approach avoids the pitfall of of the research material and conclusions drawn Students are able to access learning pathways at reliance on continual funding injections directed from interpreting the data. They are presented points consistent with their interest. Free of the towards capital works. Rather it needs to install a in the spirit of recognising the potential of the time constraints of traditional learning systems, methodology that works back from the required heritage trade industry and identifying strategies students progress through programs of interest at outcomes and matches them against any existing for advancing all segments. a rate matching work and time demands. Because accessible resources. This means the call for asset time is needed to build expertise through exposure These recommendations are based on the fi rm investment need only occur when all other avenues to a wide range of experiences, learning pathways belief in the need for terminology change if have been demonstrably exhausted. offer this chance in a manner not readily available cultural heritage potential is to be achieved. The Apollo space program applied this philosophy in modern training systems. Meanings associated with many of the terms are and successfully put a man on the moon. Why not too fi rmly ingrained in the Australian psyche for Learning pathways focus on the ultimate exit points; apply the same principles to develop a future for anyone to expect a rapid and immediate change. in this case, vocational graduate qualifi cations the heritage trade sector? Application of traditional However, the adoption of different terminology (Australian Qualifi cations Framework, vocational education and delivery templates and may open marketing opportunities as well as re- Implementation Handbook, 4th ed 2007). Each measurements has shown they are suited to neither establishing a jargon that, while highly regarded level, certifi cate and diploma has its own directed the characteristics of heritage trades nor the and accepted, has drifted from Australian purpose. The focus of vocational graduate profi les of the students involved. training vocabulary. 32

ccobbco_heritage_trades_report_4.32obbco_heritage_trades_report_4.32 3232 110/7/080/7/08 4:26:034:26:03 PMPM Recommendation 1 Recommendation 3 Recommendation 8 Develop two dedicated heritage qualifi cations Use terminology refl ecting the craft rather Encourage school-based apprenticeships as a priority: than trade elements of craftsmanship in all and traineeships by contextualising • Vocational Graduate Diploma of Master recommended outcome qualifi cations, curricula, qualifi cations and including such approved Heritage Craftsmanship (Approved learning resources and promotional materials. schemes on the User Choice Schedule. Additional Descriptor) Recommendation 4 Recommendation 9 and Assessment conditions for the recommended The Department of Education, Training and • Vocational Graduate Certifi cate in Heritage Vocational Graduate Qualifi cations should refl ect the Arts facilitates an annual sponsorship of Craftsmanship (Approved Additional the original craft guild requisites for knowledge, a small number (e.g. fi ve) of selected school- Descriptor) practical skills and level of craftsmanship. based apprenticeships and traineeships for The Vocational Diploma of Master Heritage Recommendation 5 heritage trade employment opportunities. Craftsmanship provides an opportunity for Training for the Vocational Graduate Recommendation 10 artisans in the approved descriptor fi eld to gain Qualifi cations is based on a learning pathway Establish a heritage trade pilot program peer recognition. accessing existing resources and expertise to in 2008/09 facilitated through Cobb+Co The Vocational Graduate Certifi cate in allow individuals to build relevant skill sets and Museum to test the operational application Heritage Craftsmanship provides an knowledge components. Other qualifi cations of a learning pathway strategy for the opportunity for experienced workers, with or should not be necessary. heritage trades. without contemporary trade qualifi cations, to gain a recognised qualifi cation for Recommendation 6 Recommendation 11 commercial use. Develop all learning resources in fl exible Make learning pathways for heritage trade formats to encourage interstate and overseas craftsmanship a key promotion activity Recommendation 2 student participation. for showcasing the cooperative workings Ensure the quality and integrity of the Recommendation 7 between different parts of the Department recommended Vocational Graduate of Education, Training and the Arts. Qualifi cations by using Queensland Museum: Ensure exposure of school students to heritage Cobb+Co Campus as active agents to facilitate trade opportunities by promoting and development and implementation. supporting training partnerships with schools and Registered Training Organisations.

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ccobbco_heritage_trades_report_4.33obbco_heritage_trades_report_4.33 3333 110/7/080/7/08 4:26:044:26:04 PMPM Why learning pathways go with heritage trade training

Historically, trade apprentices undertook So, why choose learning pathways? The term knowledge to progress their learning further. a life journey practising and honing their itself is a more accurate refl ection of the Rather than focusing on meeting external skills on challenges their work provided. This learning process of building skills and benchmarks, entry to learning journeys is more journey may have been actual—moving to knowledge that constitute heritage trades. about ensuring the individual is equipped to new locations—or symbolic, remaining at one Learning journey imparts a sense of available go further in their development and to enjoy location and meeting new challenges as they time that is critical to the gradual attainment the experience. arose. Eventually, the journeyman could apply of the full range of skills for heritage trade to the relevant guild body for peer recognition recognition. It is this sense of time that is Learning pathway map as a master of the trade. This application not usually available to some contemporary The diagram on page 35 provides an overall usually involved a formal presentation of work, skill areas, and is an often quoted criticism view of the learning pathway approach to their masterpiece. In reality, many journeymen of modern trade training (Dr C J Lynch learning heritage trades. It is based on two never took the fi nal step, taking comfort from 2005, http://www.brickmaster.co.uk/ formal exit points, Vocational Graduate their tasks at whatever point in their lives they Craft%20Education.htm). Certifi cate and Vocational Graduate Diploma. were happy with. The accompanying case studies show how the Learning pathways are individual: each has start approach can be used for the different needs In essence, a modern learning journey and end points. Everything in between is left to of individuals. replicates this traditional rite of passage for the individual to work through on a path and trade skill. Rather than describing a training at a rate appropriate to their circumstances. If Case studies of learning program with its requirements and restrictions they decide to ‘settle down’ at any point, that is pathways for a particular learning format, the learning their decision. The resultant style of learning journey recognises different people will have is consistent with imaginative learning (4MAT The case studies demonstrate the fl exibility different experiences. The demands of those Teaching Style Inventory, About Learning Inc., and adaptability of heritage trade learning experiences will build skills and knowledge 2003) commonly associated with adult learners. pathways by looking at different learning for that particular segment. This is not a new Fostering imagination and creativity are experiences for different individuals. concept. Apart from being the foundation essential components for any proposed heritage While these case studies are fi ctional, they are of contemporary trade and craft areas, the trade fi eld. The success of informal learning in founded on real experiences of a wide range learning journey is clearly identifi ed in current living history groups clearly demonstrates the of individuals. At this stage these people do National Training Packages, in vocational importance of matching learning to learner. not have the opportunity to gain formal education and training. In real terms, Learning pathways allow for exit at any point recognition of their skills and experience recognition of prior learning, with a focus on that matches the learner’s needs. Entry is through accredited qualifi cations. The case knowledge and skills acquired rather than the determined by peer evaluation of whether studies demonstrate how that could be method of acquisition is a modern application the individual has the necessary skills and achieved if learning pathways were part of of a learning journey. the heritage trade scene. 34

ccobbco_heritage_trades_report_4.34obbco_heritage_trades_report_4.34 3434 110/7/080/7/08 4:26:044:26:04 PMPM Learning Pathway Map – Heritage Craftsmanship

Skilled individuals with extensive Applied Heritage Conservation Heritage Masterpiece Project Vocational Graduate experience in Research & Analysis Masterpiece Presentation to Diploma of Master heritage crafts Interpretation Project Peers Heritage Craftsmanship

Experienced Research & Analyse Heritage Heritage Project Heritage Project Vocational Graduate Tradesperson Heritage Situations Conservation Presentation Certifi cate in Heritage OR Craftsmanship Experienced Skilled Individual Skill Advanced Accredited Association Personal Research Applied Skills Demonstration informal Training Information Sessions in Heritage Area Practice of Artefacts Workshops Program or Field Days

Training Delivery Community Special Interest Association Skills Participation Restore or Units of Competency to individuals or Learning Group Learning Field Days & Demonstration Make Artefacts Statements of Attainment groups Activities Commercially OR Statement of Participation Industry or Intermediate Specialist Accredited Training Workplace Community Association Specialist training Programs Experience & or Industry Presentations Workshops Programs Application Training

Interested Individuals Introductory VET Individual Formal VET Community Trade Apprenticeship Sponsored Apprenticeship National Training Package Specialist Units of Qualifi cations or Association or Vocational that includes Heritage Qualifi cations in Trade Workshops Competency Learning Programs Traineeship Experience Sector OR Vocation Sector

School National Training Programs School VET Units of Partnership Specialist Industry Community Learning Package Qualifi cation OR Subjects Competency training Introductory Experience Programs Statements of Attainment Experiences Workshops OR Statements of

Timeline for individual self-managed Learning Pathway to acquire relevant skills & knowledge relevant acquire to for individual Pathway self-managed Learning Timeline Participation

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ccobbco_heritage_trades_report_4.35obbco_heritage_trades_report_4.35 3535 110/7/080/7/08 4:26:094:26:09 PMPM School Subjects Cobb+Co Workshop School-based Trade Apprenticeship General Workplace experience Statement of Attainment Technical Drawing, (Mort Estate Traineeship BCG30203: Certifi cate building on Heritage-Listed & Statement of III in Carpentry Woodwork, Metal Work Buildings) (Construction) Participation experiences projects

Practising making Vocational Graduate Heritage building Certifi cate in Heritage Paul started his journey in heritage believes there is an opportunity to features at home Craftsmanship (Building) trades as a secondary school blend his interest and his business Paul student attending a Cobb+Co by specialising in heritage-style Museum workshop on “How they construction but believes he needs to built the Mort Estate” as part of a back this with a formal qualifi cation technical drawing class assignment. acknowledging the authenticity of Trade Qualifi cation Heritage Project Presentation Paul started a school-based his skills. The learning path allows Undertake professional seminar BCG03203 Certifi cate apprenticeship in construction and the combination of his existing trade III in Carpentry review of completed work on leaving school, moved to a full- qualifi cations, experience in Heritage time building apprenticeship with building skills and work activities a local building fi rm. He worked on to work to gaining a Vocational a few Heritage-registered buildings Graduate Certifi cate in Heritage Heritage Project during his apprenticeship and used Craftsmanship (Building). Tradesman work Demonstrate skills & knowledge to this experience to remodel the experiences peers on current building projects family home in a traditional style. Paul did more ‘hands-on’ interest workshops in Heritage building with community groups. Now operating Working experience Training Program his own building business, Paul on Heritage houses & Research & Analyse Heritage commercial buildings Situations: online & workshops

Experienced Qualifi ed Museum Heritage Association Master Builders Training Program Tradesman with practice Workshop on Workshop for Workshop on legal Heritage Conservation Practices: in restoration of heritage painting in wall construction issues of Heritage workshops and online buildings Heritage styles techniques building

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ccobbco_heritage_trades_report_4.36obbco_heritage_trades_report_4.36 3636 110/7/080/7/08 4:26:104:26:10 PMPM Hobby interest Building equipment Making traditional Attending Local show State Presentations at in traditional based on self- paper for Christmas local competitions – show local paper & block- craft skill researched information Cards workshops adjustment to work competitions cutting society

Commercial sale of work Vocational Graduate Diploma of Master Heritage Craftsmanship Thelma’s interest in traditional an International Specialised Skills (Traditional Craft Paper) Thelma oriental style handcrafted paper Institute Fellowship to Japan to started from a wish to make more- study traditional handcrafted paper Present ACE short unusual Christmas cards for the production. The highlight has been a course training family. She researched the material, request to present at an international programs with built equipment from what she convention in paper and block- local TAFE college Heritage Masterpiece Project learned and started. Thelma attended cutting. After 20 years building her presentation to peers advertised workshops to gain more skills, Thelma would like to attain a Professional seminar peer knowledge and later competed formal recognition acknowledging presentations successfully in local shows. When her mastery in making traditional a local paper and block-cutting handcrafted paper. The learning path Deliver training group was formed, she joined and allows her existing skills to be peer- at local paper and gained more knowledge and skills acknowledged through a Vocational block-cutting Heritage Masterpiece Project from sponsored workshops and Graduate Diploma of Master society Heritage Masterpiece Project guest presenters. Her reputation Heritage Craftsmanship (Traditional – discussion & development grew with her experience and Craft Paper). she eventually presented her own hands-on sessions through local and Deliver training at interstate networks. Thelma won different network connections for Training Program paper and block- Heritage conservation analysis cutting

Training Program Experienced skilled individual Request to deliver training International Presentation Applied heritage research and with demonstrated sessions at international Specialised Skills at national interpretation achievements convention Institute Fellowship conventions

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ccobbco_heritage_trades_report_4.37obbco_heritage_trades_report_4.37 3737 110/7/080/7/08 4:26:114:26:11 PMPM Learning with Art studies VET in School program to obtain VET Learning and sharing Development of artistic Community- family, Elders at secondary Units of Competency from Certifi cate II experience with family, cultural heritage skills sponsored and community school in Visual Arts & Contemporary Craft Elders and community and knowledge programs

Study of units from competency Vocational Graduate Certifi cate from CUV30203 David is a local Indigenous in traditional Indigenous culture. in Heritage Craftsmanship Certifi cate III Australian artist. While he has built As well, he plays a highly active role in (Indigenous Cultural Heritage) in Aboriginal David a strong reputation around his art his Indigenous community to support Cultural Arts works, his willingness to explain the advancement of his people to their his cultural heritage, not just about fullest potential. his art but also in terms of lifestyle, Heritage Project Presentation Experience gained from representation has seen him in demand from local at government forums has lead him Sale of artworks Undertake professional seminar community groups as an excellent review of completed work to the conclusion that while he may & development intercommunity bridge builder. be regarded as an authority within his of indigenous He has become a role model for own culture, he now needs a formal cultural artwork younger Indigenous Australians. qualifi cation accepted by the wider His history of building his community. The Vocational Graduate Heritage Project traditional heritage art skills through Certifi cate in Heritage Craftsmanship Demonstrate skills & knowledge to peers determined personal application (Indigenous Cultural Heritage) would Presentations on Indigenous Cultural Heritage projects has allowed him to establish a be an appropriate qualifi cation that to wider viable business. David has been would integrate the relevant skills community sought as a representative on several that are a living part of Indigenous groups on government forums because of his cultural inheritance. Indigenous specialist knowledge of and skills cultural heritage Training Program & artwork Research & Analyse Heritage Situations: online & workshops

Workshop presentation Training Program Experienced skilled Representative on government Traditional training on Indigenous Heritage Conservation individual with demonstrated working parties and forums for in art for Indigenous cultural arts to Practices: workshops and online achievements Indigenous cultural heritage community youth wider community

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ccobbco_heritage_trades_report_4.38obbco_heritage_trades_report_4.38 3838 110/7/080/7/08 4:26:134:26:13 PMPM Art studies TAFE studies leading to a qualifi cation Working experience in Living History at secondary from the Visual Arts & Contemporary CUV30103 Certifi cate III in Visual retail period clothing & Society training school Craft national training package Arts & Contemporary Crafts jewellery programs for: • Period Clothing • Leatherwork • Footwear

After graduating from secondary After a number of years working, school, Beth successfully completed Beth decided to return to formal study. Beth a Certifi cate III in Visual Arts and As she wasn’t particularly confi dent in Practical Contemporary Craft at the regional anything apart from her living history experience with TAFE College. Gaining employment abilities, colleagues suggested she Living History at a retail outlet for screen-printed start by doing a Vocational Graduate Society apparel, Beth built a reputation for Certifi cate in Heritage Craftsmanship knowledge about period jewellery and (Heritage Clothing and Jewellery). Bachelor Degree costumes. She became involved in a During a workshop session on Heritage in Fine Arts? local Living History Society chapter Conservation delivered by staff from Authentication One day! directed at medieval lifestyle and the regional university’s History and Offi cial Living further developed her knowledge Fine Arts departments, Beth was History Society and skills in these areas by attending interested to learn her qualifi cation events workshops delivered by the state was part of an articulation agreement and local chapters of the Living between the local museum, TAFE History Society. Eventually Beth College and regional university leading gained suffi cient expertise to lead into a Bachelor of Fine Arts degree. workshop sessions and served as Vocational Graduate Certifi cate in Experienced an authentication offi cial at festival Heritage Craftsmanship (Heritage qualifi ed craft competition events. Clothing and Jewellery) person with practise in cultural heritage crafts

Heritage Project Presentation Heritage Project Training Program Training Program Undertake professional seminar Demonstrate skills & knowledge to peers Research & Analyse Heritage Heritage Conservation Practices review of completed work on heritage clothing and jewellery projects Situations – on-line & workshops – Workshops & On-line

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ccobbco_heritage_trades_report_4.39obbco_heritage_trades_report_4.39 3939 110/7/080/7/08 4:26:144:26:14 PMPM Secondary School School Subjects Short Course Program on School Based – Queensland Technical Drawing, Wheelwright skills & other Traineeship CUL20204 Certifi cate of Woodwork, Heritage vehicle crafts at Certifi cate II in Education Metal Work local museum Museum Practice

Apprenticeship Apprenticeship Fred is a senior student at a local areas as the training will be provided in metal in automotive secondary school. Apart from at work by museum staff through fabrication? repair? Fred enjoying tinkering in the shed to practical skill workshops on heritage fi nd out how ‘things are put together vehicle conservation and restoration. and work’, he has little idea of how At this stage, Fred is still unsure of he wants to put this interest towards his career future but is seriously a career. Fred attends a short course considering seeking an apprenticeship Competing Weekend museum program in wheelwrighting and in either the Automotive or Metal in vintage car workshops on other heritage vehicle crafts during Fabrication area to build his skills in restoration restoring vintage the school holidays. While he does heritage and vintage car restoration. competitions cars not want a career as a wheelwright, He can see himself one day presenting Restoring the thought of working on heritage sessions in the museum heritage his fi rst vehicles is quite appealing. As part of vehicle workshop program. Will Fred vintage car his Senior Education and Training achieve his goal? That is a story for (SET) plan, Fred is doing a school- the future. For now, Fred can access based traineeship in Certifi cate II a real learning path committed to in Museum Practice. He chose his keeping our cultural heritage and its elective competencies from the traditional skills alive and available for Starting own Member of local metals and construction (carpentry) the oncoming generation. vintage car vintage car club restoration business

Training other Vocational Graduate Certifi cate people at museum in Heritage Craftsmanship restoration (Vintage Vehicles) workshops

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ccobbco_heritage_trades_report_4.40obbco_heritage_trades_report_4.40 4040 110/7/080/7/08 4:26:154:26:15 PMPM Acknowledgments & Thanks Heritage is in our hands: a review of heritage documents. Their input imparted real life to this Colin Trembath trades training was undertaken in partnership by part of our Australian psyche and character as well Heritage Trades Teacher Cobb+Co Museum and the Southern Queensland building understanding of the true internationalism Ballarat University Institute of TAFE under the guiding sponsorship of of heritage trade. For opening the door of this Victoria the Queensland Department of Education, Training wonderland for me, thank you greatly. Gerry Amos and the Arts. Cobb+Co Museum and Southern Jeff Powell Staraya Ladoga Queensland Institute of TAFE have a long history in Curator Member of Queensland Living History Federation cooperative ventures which is greater than simply Cobb+Co Museum Also, thank you to Wendy Pillar (Southern sharing a common location in Toowoomba. Both Terry Drennan Queensland Institute of TAFE) and Liz McHugh parties have worked cooperatively to build a regional Blacksmithing Workshop Teacher (Cobb+Co Museum) for patiently, and with partnership that has a central focus for advancing Cobb+Co Museum unfailing good humour, keeping the meetings educational opportunities within the region to help Mike Quade happening and the process on time. ensure social and economic sustainability for current Project Manager Especially, to Dianne Chapman, Librarian for the and upcoming generations. Construction and Property Services Industry Skills Council Southern Queensland Institute of TAFE, Kingaroy The fi nal compilation of this report would not have Campus, my most sincere thanks for her selfl ess been possible without the continual enthusiastic Marie Healy Manager, Product Development support and relentless pursuit of my errors to turn support offered by Cobb+Co Museum Director, this to a readable document. Deborah Tranter, and Institute Director of Southern Product Services TAFE Queensland To Brian Clarke; thank you for so patiently editing Queensland Institute of TAFE, John Elich. Their ‘that mass of words’ to turn it into a document. direct involvement and their positive support Bob Edwards provided a wealth of knowledge, experience and, Saddlery & Harness Workshop Teacher Special thanks to Laura Cantrell of Queensland Cobb+Co Museum most importantly, ideas. While both always gave Museum, for her creativity, graphic art magic and readily of their time, knowledge, beliefs and feelings, Blanca Camacho skills in weaving the essence of heritage life into this this was always given with the aim to assist but never DIY & JN Program Coordinator report presentation. Holmesglen Institute of TAFE to impose. To both of you, thank you. Victoria Terry Maher While the range of people providing input to the Gordon Elledge Research Project Offi cer review is too large for individual listing, I would like Portfolio Director Southern Queensland Institute of TAFE to formally acknowledge some people for willingly SkillsTech Australia June 2008 sharing so much of their knowledge, experiences, Queensland emotions, and themselves with me. It provided an Peter Tierney invaluable insight into the heritage trade world; an Heritage Signwriting insight that simply cannot be gleaned from reading Cobb+Co Museum

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ccobbco_heritage_trades_report_4.41obbco_heritage_trades_report_4.41 4141 110/7/080/7/08 4:26:194:26:19 PMPM Glossary of terms AQF Cultural visitor The Protection of Movable Cultural Heritage Australian Qualifi cations Framework is a unifi ed A visitor who attends one or more cultural Act 1986 system of national qualifi cations in schools, attractions in Australia including: Natural heritage vocational education and training (TAFE 1. Theatre, concerts or other performing arts A component of cultural heritage institutes and private providers) and the higher 2. Art/craft workshops/studios incorporating the natural environment and education sector (mainly universities). 3. Festivals/fairs or cultural events countryside, as well as the fl ora and fauna http://www.aqf.edu.au/aboutaqf.htm 4. Aboriginal art/craft and cultural displays both past and present, such as fossils and Built heritage 5. Visit an Aboriginal site/community museum specimens. Heritage-designated buildings, historic places, 6. History/heritage buildings, sites or National Heritage List archaeological sites and monuments inherited monuments National list of places of outstanding heritage from past generations. Domestic tourist signifi cance to Australia. It includes natural, Burra Charter Tourist originating from Australia. historic and Indigenous places that are of The charter adopted by Australia to provide Domestic overnight tourist outstanding national heritage value to the guidance for the conservation and management Local (Australian) tourist spending a Australian nation. of places of cultural signifi cance. The Burra minimum of one overnight stay at a Sustainable Charter identifi es three levels: given site. Able to be carried out without damaging the Preservation : Maintaining in the existing state Domestic day tourist long-term health and integrity of natural and and preventing further deterioration Local (Australian) tourist completing a cultural environments. Restoration : Returning a structure to a known tourist visit to a site within a single day UNESCO 2003 Convention earlier state by the repair of existing fabric and not staying overnight at the site. United Nations Educational, Scientifi c and without the introduction of new materials. Intangible heritage Cultural Organisation Convention adopted in October 2003 to safeguard intangible Reconstruction : Returning a structure to a “The practices, representations, expressions, cultural heritage in recognition of the known earlier state by the introduction of as well as the knowledge and skills that importance of intangible cultural heritage new material communities, groups and, in some cases, individuals recognise as part of their as a mainspring of cultural diversity and Cultural heritage cultural heritage.” sustainable development. “Particular ways of life whether for a group of Vocational Graduate Certifi cate and people or a period of time; where there are UNESCO 2003 Convention for the Vocational Graduate Diploma collectively understood representations of Safeguarding of Intangible Cultural Heritage The Vocational Graduate qualifi cations customs, traditions, beliefs or values shared by a Movable heritage authorised under the Australian group or prevailing during a period.” “Encompasses objects such as Indigenous art Qualifi cations Framework for use by the and artefacts, works of fi ne and decorative Australian Bureau of Statistics 2008. Arts and Vocational Education and Training sector. Cultural Heritage – An Information Development art, scientifi c and archaeological artefacts, Plan. ABS, Canberra, p. 3. agricultural and industrial heritage, books, stamps and medals and historic material.”

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ccobbco_heritage_trades_report_4.42obbco_heritage_trades_report_4.42 4242 110/7/080/7/08 4:26:194:26:19 PMPM References Australian Bureau of Statistics. (2001). Cultural Construction Skills. Skills Update. United Department of the Environment and Heritage. Tourism Statistics. Canberra: National Centre Kingdom: Construction Skills Newsletter. (2006). Australia State of the Environment for Culture and Recreation Statistics of the (12) May 2008, (6) July 2007. 2006. Canberra: Independent Report to the Australian Bureau of Statistics. http://www.constructionskills.net/news/ Australian Government. http://www.culturaldata.gov.au/publications/ skillsupdate/ http://www.environment.gov.au/soe/2006/ statistics_working_group/cultural_tourism/ publications/report/index.html cultural_tourism_statistics Council of Europe. (1986). Recommendation on the Promotion of Craft Trades involved in Environment Protection and Biodiversity Australian Farriers and Blacksmiths Association. the Conservation of the Architectural Heritage Conservation Act 1999 http://www.afba.org.au/ (86/15). Adopted by the Committee of Act No. 91 of 1999 as amended, July 2007. Ministers, at 400th meeting of the Ministers Canberra: Attorney-General’s Department. Australian Heritage Commission Act 1975 Act. Deputies, 16 October 1986. http://www. http://www.frli.gov.au/ComLaw/ Canberra: Offi ce of Legislative Drafting and kultura.ejgv.euskadi.net/r46- 4874/es/ Legislation/ActCompilation1.nsf/0/ Publishing. http://www.comlaw.gov.au/comlaw/ contenidos/informacion/manifi estos_ 9A8645F9CEFE8EFBCA25730400834D6B Legislation/ActCompilation1.nsf/0/FA823ABF51 patrimonio/es_8658/adjuntos/DOC42.pdf ?OpenDocument 5D1CE6CA256F9600035870?OpenDocument Council of Europe. (1997). Proceedings: Fairweather, P. (2008). Culture Vultures or the Australian Productivity Commission. (2006). Vocational Guidance in the Field of Skills Boorish Masses – Who are Cultural Visitors Conservation of Australia’s Historic Heritage relating to the Architectural Heritage, in Australia? Canberra: Tourism Research Places. Canberra: Productivity Commission Decorative Complexes and Movable Heritage Australia, Cultural Tourism Conference, Inquiry Report No. 37. Items. Cultural Heritage, 39. February 2008. http://ssrn.com/abstract=925774 Le Carrousel du Louvre, Paris: Council http://www.tra.australia.com /content/ of Europe and European Foundation for documents/ Conference%20 Papers/Culture% Australian Qualifi cations Framework. Heritage Skills, International Heritage Fair. 20and%20Heritage%20Presentation%20fi nal. (2007). Australian Qualifi cations Framework pdf Implementation Handbook, 4th ed. Canberra. Department of Education, Training and the http://www.aqf.edu.au/publications.htm Arts (Qld). (2006). Toolkit for Developers HandMade in America. of Vocational Graduate Certifi cates and http://www.handmadein America.org/ Building Crafts & Conservation Trust (UK). Vocational Graduate Diplomas. Ver 2.0. (2006). Training for Building Conservation. Brisbane: Product Services VGC/D. Hartley, J. (2005). ‘The Creative Industries’, in Discussion paper. Holden, J. (2007). Publicly Funded Culture and http://www.traditionalbuildingcrafts.org/index. Department of Employment and Training the Creative Industries. London: Arts Council htm (Qld). (2005). Teaching is Learning, England, 18: 21–27. Education in an Indigenous Context (video). Cobb+Co Museum. (2006). History is in Our Nurunderi TAFE & DET: Queensland Hands: Rebuilding the Legend. Toowoomba: Cherbourg Digital Project. National Carriage Factory Campaign.

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ccobbco_heritage_trades_report_4.43obbco_heritage_trades_report_4.43 4343 110/7/080/7/08 4:26:204:26:20 PMPM References cont. Heritage Branch, Heritage Victoria. (2007). Lynch, G.C.J. (2005). Putting Value Back into International Lessons: Practical Heritage Craft Education. Forum Journal, National Conservation Skills, Retention, Development Trust for Historic Preservation, USA.19(4) and Training. Sydney: National Heritage 30–36. Conservation Skills & Training Workshop, http://direct.bl.uk/bld/PlaceOrder.do?UIN=1 September 2007. 73819983&ETOC=RN&from=searchengine http://www.heritage.nsw.gov.au/03_subnav_04_ 02.htm McCarthy, B. (2003). 4MAT Teaching Style Inventory. Illinois, USA: .About Learning Historic Cold Spring Village. Inc., Excel. http://www.hcsv.org/Educational_Programs.htm Marquis-Kyle, P. & Walker, M. (1996). Holden, J. (2007). Publicly Funded Culture and The Illustrated Burra Charter. Canberra: the Creative Industries. London: Arts Council ICOMOS. England 18: 21–27. http://www.artscouncil.org.uk/publications/ Morrow, R. (2002). AFI Essay: Company X publication_detail.php?sid=10&id=591 and Strategic Foresight. In BIS Schrapnel (2004) Long- Term Forecasts 2004-2019. International Specialised Skills Institute. Canberra: Australian Bureau of Statistics. http://www.issinstitute.org.au/about/about.html UNESCO. (2003). Convention for the Johnston, C. (2006). An Integrated Approach to Safeguarding of the Intangible Cultural Environment and Heritage Issues: Integrative Heritage. Paris. Commentary. In Australian: State of the http://portal.unesco.org/en/ev.php-URL_ Environment 2006, Canberra: Department of the ID=17716&URL_DO=DO_TOPIC&URL_ Environment and Heritage. SECTION=201.html http://www.environment.gov.au/soe/2006/ publications/integrative/heritage/index.html

Lennon, J. (2006). Natural and Cultural Heritage Theme Report. In Australia: State of the Environment Report 2006. Canberra: CSIRO on behalf of the Department of the Environment and Heritage. http://www.environment.gov.au/soe/2006/ publications/commentaries/heritage/index.html

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ccobbco_heritage_trades_report_4.44obbco_heritage_trades_report_4.44 4444 110/7/080/7/08 4:26:244:26:24 PMPM Appendix 1: Sample potential linkages between heritage trade segments and national training packages

This matrix is not meant to be an exhaustive listing of all possible linkages between National Training Packages for Australian contemporary industry areas and heritage trade segments. Rather it is intended to illustrate some of the existing linkages that already support learning pathways for acquiring core skills and knowledge for application in heritage trades.

AUR05 Automotive Industry Trim vehicles Fabricate woodwork Sewing operations Canopies & curtains Restore paint Carriage restoration and replication Retail, Service and Repair (Vehicle Trim) BCF00 Off-site Construction Colour match signs Gild signs Apply line & scroll Dress & mould stone Decorative signs Building restoration, signwriting, painting BCG03 (BCG08) General Masonry arches Fireplaces & Tuck pointing Curved timber walls Heritage restoration Construction, restoration Construction chimneys & replication CUF07 Screen and Media Training Create storyboards Make costumes Construct costume Assemble & Develop on-air Cultural stories & history components maintain props presenting techniques CUL04 Museum & Library Preventative Install & dismantle Prepare displays Move/store cultural Exhibition design Conservation for all segments Information Services conservation exhibits material activities CUV03 Visual Arts, Crafts Scale models Indigenous art Polish opal Calligraphy Photo imaging Crafts, art, signwriting, photos & Design LMF02 Furnishing Furniture making Lead lighting Glazing Furniture fi nishing Furniture polishing Furniture, construction, carriage, musical instruments LMF02 Clothing & Footwear Hand-cut leather Assemble saddlery Footwear fi nishing Finish headwear Produce simple Shoes, saddlery, harness, components garments period clothing MEM05 Metals & Engineering Hand tools Polish metals Gem materials Jewellery enamelling Produce keys/locks Blacksmithing, jewellery, ornaments, locks, construction, furniture, carriage, trains Hand forge Heat treatments Hammer complex Hammer forging Repair springs shapes MCM04 Competitive Project: making Project: making Project: making Movable heritage objects: Manufacturing wooden objects cloth objects metal objects all segments RTD02 Conservation Signifi cant Natural area Maintain cultural Indigenous heritage & Land Management Indigenous places conservation places 45

ccobbco_heritage_trades_report_4.45obbco_heritage_trades_report_4.45 4545 110/7/080/7/08 4:26:314:26:31 PMPM Appendix 2: Sample training programs established from some of the linkages in appendix 1 showing training packages and potential future pathways from the training experience

Heritage Skill Areas Museum Technician

Blacksmithing Museum Training Package Equine trades: • Research ideas for exhibition harness making, saddlery, farriery • Install exhibition Laboratory Technician Leather trades: Laboratory Science including shoe making Workshop in Training Package Environmental Upholstery • Prepare animal & plant Exhibitions Traditional painting and lining material for exhibition Traditional signwriting Taxidermist Furniture restoration Reproduction furniture Cooperage Stonemasonry Copper/silver smithing Textiles, clothing & footwear Training Package Press metal work Textiles Industry • Cut leather Lead lighting • Assemble shoe Competitive Manufacturing Book binding Training Package Workshop • Make headpiece Car restoration • Make cloth object in Australian Bicycle building from pattern Settlement Living History Society Preventative conservation period costumes • Make metal object Museum Training Package Museum studies • Research & analyse Taxidermy information Heritage and cultural tourism Indigenous cultural heritage Media Production

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ccobbco_heritage_trades_report_4.46obbco_heritage_trades_report_4.46 4646 110/7/080/7/08 4:26:324:26:32 PMPM Appendix 3: Australian Qualifi cations Framework Distinguishing Features: Advanced Diploma, Vocational Graduate Certifi cate and Vocational Graduate Diploma Australian Qualifi cations Framework Implementation Handbook, 4th edn, 2007. Table 4: p. 12

Advanced Diploma Vocational Graduate Certifi cate Vocational Graduate Diploma Do the Competencies or Learning Outcomes enable Do the Competencies or Learning Outcomes enable Do the Competencies or Learning Outcomes enable an individual with this qualifi cation to: an individual with this qualifi cation to: an individual with this qualifi cation to: • demonstrate understanding of specialised • demonstrate the self-directed development and • demonstrate the self-directed development and knowledge with depth in some areas achievement of broad and/or specialised areas of achievement of broad and/or highly specialised knowledge and skills building on prior knowledge areas of knowledge and skills building on prior and skills knowledge and skills • analyse, diagnose, design and execute • initiate, analyse, design, plan, execute and evaluate • initiate, analyse, design, plan, execute and evaluate judgments across a broad range of technical or major, broad or specialised technical and/or major functions either broad and/or highly management functions management functions in highly varied and/or specialised within highly varied and/or highly highly specialised contexts specialised contexts • generate ideas through the analysis of information • generate and evaluate ideas through the analysis of • generate and evaluate complex ideas through and concepts at an abstract level information and concepts at an abstract level the analysis of information and concepts at an abstract level • demonstrate a command of wide-ranging, highly • demonstrate a command of wide-ranging, highly • demonstrate an expert command of wide-ranging, specialised technical, creative or conceptual skills specialised technical, creative or conceptual skills in highly specialised, technical, creative or conceptual complex contexts skills in complex and/or highly specialised or varied contexts • demonstrate accountability for personal outputs • demonstrate responsibility and broad ranging • demonstrate full responsibility and accountability within broad parameters accountability for personal outputs for personal outputs • demonstrate accountability for personal and group • demonstrate responsibility and broad ranging • demonstrate full responsibility and accountability outcomes within broad parameters accountability for the structure, management and for all aspects of work of others and functions output of the work of others and/or functions including planning, budgeting and strategy

To help determine the relevant qualifi cations, select the most compatible set of features. Not all features will necessarily apply. 47

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ccobbco_heritage_trades_report_4.48obbco_heritage_trades_report_4.48 4848 110/7/080/7/08 4:26:324:26:32 PMPM ccobbco_heritage_trades_report_CO3obbco_heritage_trades_report_CO3 3 110/7/080/7/08 4:19:014:19:01 PMPM ccobbco_heritage_trades_report_CO4obbco_heritage_trades_report_CO4 4 110/7/080/7/08 4:19:024:19:02 PMPM