John Douglas, president of North Brisbane School of Arts, a supporter of the cause of technical education. North Brisbane School of Arts in Ann Street, the site of the first successful technical college in Queensland.
Adaptation to the society, 1882-1900
The Act therefore accepted that a liberal as well as a technical education was a legitimate concern of the college. By 1900 the board of the college was firmly committed to operating as a polytechnic institution.
The Government takes control 1901 1918
Influences on technical education
It saw secondary education as the prerogative of the rich and more readily accepted the practical and applicable technical education.7.
Closer government supervision of the subsidy, 1901-1902
He complained that the problems caused by the Board of Technical Education and the Board of Brisbane Technical College exceeded the responsibilities of all the other agencies he previously managed combined.22. In the Secretary for Public Instruction's annual report, Barlow refuted many of the board's claims.
The Department grasps the nettle, 1905-1918
Furthermore, any new technical college was to be under the minister's control. At the 1918 Annual Conference of Technical Colleges, delegates generally accepted the principle of government takeover. In his notes to this proposal, Riddell delineated the role of the technical college.
Gradual expansion 1919-1943
Economic and political developments
Morris's aims
Morris believed that the increased use of machines had led to more free time and that technical education had a role to play in helping people make the most of this free time. He argued for compulsory technical education in the evening up to the age of 17 as a way to use technical education for this purpose. After the outbreak of the Depression in 1929, some people wanted to reduce the supply of technical education because they doubted its value at a time when employment was declining.
Consolidation of a bureaucratic administration
Recommendations to the Director of Education resulted in the student successfully completing a course in the Department of Art without payment of fees.18. After the Technical Education Act of 1918, the takeover of the technical colleges was a gradual process. Non-government technical colleges continued to have annual conferences from which requests were sent to the Minister of Education.
Finding the teachers
In 1935, David Jenkins, a CTC metalwork teacher of unemployed youth, drew the attention of the principal, McGillivray, to the design skills of one of his students. Those selected spent a period at CTC assisting in art education, and at the same time training to teach in high schools and technical colleges in the country.29 This method of recruiting art teachers emerged in 1939 as a source of embarrassment for the principal of CTC, McGillivray. During the prosperous times of the 1920s, the Department experienced difficulties in attracting and retaining the services of tradesmen who were attracted by the higher salary to be obtained in their trades.
Developing a network of technical education
The selected traders took a three-month course at QTT in teaching methods and course work in the industrial subjects of the Junior Public Examination. By the late 1930s, the Technical Education Branch found that an extremely useful source of teachers was the small number of apprentices employed by the QTF. The Minister of Education, Thomas Wilson, used the term in 1928 at the CTC's annual prize presentation ceremony.42 Morris used the term 'People's University' at the CTC's annual prize presentation in 1937.
Courses
Such a pass entitles the student to proceed to the next stage of the college education. In 1928, the University of Queensland accepted manual subjects as subjects for the junior public examination, and in 1929 students from the technical secondary schools and in the industrial stream of the state colleges and high tops took the first industrial junior examination. After 1918, the technical education department changed its attitude towards the objectives of the home economics course taught in secondary schools.
Research
The University of Queensland's degree in mechanical and electrical engineering has proven to be a source of disappointment for the technical education branch. Aware of this competition, Morris argued in 1935 that while the University of Queensland provided the higher branches of the professions in law, engineering, medicine, science and teaching, the technical college diploma courses still provided most of the professionals needed in the State.111 Evidence of this competition appeared following a letter dated 22 August 1939 from the Australian Institute of Chemistry to the Department requesting that the standards of the Diploma in Industrial Chemistry be upgraded. The main objectives of the CTC Engineering Society were to maintain contacts between members of the engineering industry and those responsible for industrial education and to provide educational functions.
Commonwealth involvement
The university authorities have been jealous of the inauguration in the technical colleges of the country of classes for the University Diploma in Engineering, and have refused to recognize work done beyond the first year standard of the Diploma in such well-staffed and well-equipped institutions as the Rockhampton University of Technology. Moreover, with its higher status and its full-time as well as part-time courses, it provided a more prestigious and faster access to professional status compared to the long part-time efforts of the technical colleges. Those with a pass in the Junior Examination were given the opportunity to complete a year's commercial course which would bring them up to the intermediate standard of the Accountancy Institute examinations.
Students
As early as 1936, a conference of state education ministers and directors had called on the Federal Government to give assistance to technical education because of its importance to defence.117 In 1938 the Commonwealth prepared plans for and, in November 1939, started the Technical Commonwealth. (War - Time) Training scheme to provide for the training of skilled workers in industries vital to the war effort. A feature of the scheme was that, through intensive training involving forty-four hours a week over a period of twelve to twenty-four weeks, trainees needed a much shorter time to master the skills than trainees had previously. This dichotomy of technical education for men and women was not seriously questioned for another fifty years.
The Cinderella image 1944 1973
Political and economic changes and social attitudes
Administration
Almost all recommendations of the Technical Education Advisory Council to the Minister on technical education matters were forwarded by the Minister through Director General Gilmour for his advice.13. One of the problems facing Gilmour, and previous directors of technical education, was that the departmental officers to whom they were responsible had arrived. In the combined secondary school and technical faculty, the position of principal was usually part of the promotion path for secondary principals.
Staff - efforts to upgrade
Some resourceful college administrators provided college services and resources for local industries in exchange for equipment and materials 'through the back door'. A concomitant benefit of such a strategy was that a strong link developed between technical colleges and local industries.
Provision of technical education
Holding the fort, 1944-1963
Watkin, probably mirroring the views of the Technical Education Department, stated that technical colleges should provide general education in addition to technical skills.35. This rapid growth in secondary education enrollment resulted in the end of the marriage of convenience that existed in many centers between secondary and technical education. The Education Act of 1964 repealed the Technical Education Acts and provided for technical education in Part V of the Act - Technical and Agricultural Education.
New concepts - TAFE 1974-1987
Economic changes
Important developments
A large portion of the funds were directed to special projects designed to implement the Kangan Report. The State Resource Materials Center co-ordinated, planned and assisted the development of resource collections and services in the Queensland TAFE system. The Central Administration Section provided all clerical support to the Director and Head Office professional staff.25.
A professional staff
While a high degree of interaction between the college and special interest groups in the community continued, it contributed little to the college's administrative activities.26. An analysis of the employment of female staff shows that in 1974, female teachers filled 14 percent of teaching positions at technical colleges. By 1984, this percentage had risen to 28 percent of the total number of full-time teachers.
Expansion once more
Adult education had begun in 1944 under the supervision of the Adult Education Council responsible to the Minister of Education. The first part of the course (Module 1) covered communication skills, life skills, health, practical calculations and the study of metals and other materials. After successful completion of the courses (module 3), the students were exempted from the first year of college education and six months from a four-year internship.
A time of constant change 1987-1990
Queensland society
Head Office administration
DEVET's main purpose was to promote and provide high quality vocational education and training for life to meet the needs of all Queenslanders. It also supported the relationship between vocational education and quality of life by providing opportunities for personal development. Standing (from left): Bob Henricks, John Agnew, Harry Hauenschild (Chairman), Wally Dearlove, Peter Henneken, Brian Hutchison. The Training Board advised on matters relating to apprenticeships, traineeships and other training systems.).
College administration
In 1990, pre-school and apprentice students and agency staff from various TAFE colleges visited Charleville in week-long shifts to help clean up and rebuild the town after a catastrophic flood. As a result of the collaboration between Ithaca College of TAFE in Brisbane and Preston College of TAFE in Melbourne, in 1988 DEVET launched the Energy Technology Unit and the Advanced Certificate of Energy Technology, both of which were unique in Australia at the time. In the same year Toowoomba College of TAFE developed a highly respected program designed to meet the needs of the racing/breeding industry.18 By 1990 special programs for the visually impaired had transformed the Annerley Campus of Yeronga TAFE into a major supplier of coastal shark nets and hospital pads.19 Also in 1990 a vineyard was planted on the Bundamba Campus of Ipswich TAFE as an initial step to establish the Ipswich College of TAFE as a winemaking learning centre.20.
Conclusion
Technical and further education in Queensland: A
College opening and closing dates
Technical education syllabus, 1919
Diploma in Mining (Metal Mining) Diploma in Mining (Coal Mining) Metal Mines Coal Mines Industrial Chemistry.
Technical education courses, 1960
Associate Diploma, Diploma, and Certificate Courses
Head Office staff, 1987
- Early developments, 1860-1900
- A/16251, QSA
- EDU/A 338, CTC, QSA
- A/16251, QSA
- A/16251, QSA
- The Government takes control, 1901 -1918
- A/16257, QSA
- A/16256, QSA
- A/16256, QSA
- A/16256, QSA
- A/16256-27, EDU/A 340, CTC, QSA
- A/16257, QSA
- A/16257, QSA
- A/16256, QSA
- EDU/A 339, CTC, QSA
- A/16258, QSA
- A/16419, QSA
- EDU/A 339, CTC, QSA
- A/16257, QSA
- A/16264, QSA
- A/16260, QSA
- Gradual expansion, 1919-1943
- EDU/A 363, QSA
- EDU/A 363, QSA
- EDU/A 372, QSA
- EDU/A 363, QSA
- A/16265, QSA
- EDU/A 352, QSA
- EDU/A 363, QSA
- The Cinderella image, 1944-1973
- TECH ED/VAR, A/16284, QSA
- TECH ED/VAR, A/16282, QSA
- TECH ED/VAR, A/16284, QSA
- New concepts - TAFE, 1974-1987
- A time of constant change, 1987-1990
Morris, 'The Place of Technical Education in the Training of the Future Citizen', The Brisbane Courier, 6 June 1910. Morris, 'The Place of Technical Education in the Training of the Future Citizen', The Brisbane Courier, 6 June 1910. This perception and expressions specifics were a common feature of many of the reminiscences of retired technical education officers recorded by Brian McKeering.
