The tenth decade 1990-1999
Global trends towards deregulation, the growth of free market economies and privatisation of government agencies marked the 1990s. There was also an increasing awareness of the cost of development as concerns on pollution were aired through international forums.
In Australia, with interest rates high, words like downsizing, restructuring and redundancy packages were frequently heard. At the State level, government decisions were influenced by a national push for open competition. Public facilities came under review and enormous structural changes occurred.
As in previous decades, the policies and practices of
Midland College of TAFE were greatly affected by these broader influences.
Technical education was given a more corporate profile. Managing directors and
managers replaced principals and senior lecturers, and there was an increased
expectation on colleges to generate income.
New markets emerged, particularly in the area of information technology where current skills were needed by a wide range of industries. Other specialised training was called for as new trade technologies were developed.
Land Management offered positive solutions to halt further environmental damage, while Viticulture was welcomed by those wishing to capitalise on the rapid growth in that industry.
By the end of the 1990s the College had not only expanded to take up its extensive ‘state of the art’ facilities, but had spread to new campuses; with the ability to offer100 different courses to approximately 8500 students. The extent of the growth was even more surprising, considering the severe blow the College received at the start of the decade.
In 1993 the Midland Railway Workshops closed and the
College lost its traditional training partner. For almost a century the
Workshops had represented the social and economic heart of Midland and had been
the driving force in establishing its technical education centre. Classes for
the metals and engineering trades were most affected through the loss of railway
apprentices. Other training areas were affected by the negative impact on the
local economy.
But just as the College had survived the Depression years, it looked for new ways to stay in business. Engineering courses were redesigned to accommodate flexible learning for ‘fly in, fly out’ employees of mining companies, and a more concentrated focus was given to promoting the courses to local engineering firms.
Programs were offered within the College to retrain unemployed people. Some of the students were ex Midland Railway Workshop employees.
During the 1990s Australian education became a saleable commodity to international students. Midland College of TAFE made its first foray into the market through a Fellowship Program for 30 Indonesian students to improve their skills as technical education teachers.
Pilot training, which had been running since 1987 was
particularly attractive to international students. In 1997 the College delivered
a course in Aviation English to more than 40 Chinese students in Beijing.
Another of the early international groups included cadets from Singapore Flying
College, who came to Western Australia for training.
‘Quality Management’ was the catch phrase of the nineties as businesses, including education providers restructured themselves to meet Australian and International performance standards. Evidence of client satisfaction became increasingly important, resulting in regular student surveys. Creating relevant programs to meet industry needs was particularly acute in the ‘fee for service’ courses.
Real Estate courses managed by Registrar Jim Cairns
through a trust of the Department of Training were highly successful, as were
courses in Aluminium Welding. In 1990 the Business Centre was set up at the
College to identify local industry needs and deliver specific training, which
were mainly short courses. Electronics attracted people from a wide range of
industries, particularly after Telecom closed its internal training section.
In 1996 the Business Centre which became Swan Training was certificated to an International Quality Standard. The following year Midland College as a whole received Quality Endorsement for its training and organisation, and by the end of the decade an International Standard had been reached.
Concepts of ‘flexible delivery’ and ‘competency based assessment’ were major considerations for TAFE colleges during the nineties. National modules were designed to allow apprentices to transfer technical colleges, as well as give employers choices in specific areas their apprentices studied - a move that concerned some trade lecturers, particularly those with a railway background who saw the breadth of trade skills diminishing.
While measurable outcomes had always played a key role in technical education through the exam process, a new focus was placed on demonstrating the application of skills and knowledge. Competency assessment replaced the concept of ‘fail’ to ‘not yet competent’. To gain competency, students could also use evidence of prior learning, through study, work or general life experiences.
During the 1990s general education courses designed to
provide pathways into training for people who were early school leavers expanded
rapidly.
‘The Certificates of General Education for Adults’ were one of the first suites of courses to implement competency based assessment. Previously it had been difficult to compare standards in adult literacy programs, or slot them into the Australian Qualifications Framework. General Studies could now offer Certificates 1 and 11 while still providing a bridge to more specific training.
Workplace English, Language and Literacy (WELL) programs initiated by the Union movement and funded by the Department of Employment, Education and Training were delivered within the structures of the Certificates of General Education. The local shire councils of Swan and Kalamunda participated in the scheme, as did the local hospital (Swan Health). But one of the major clients was the College’s original industry partner - the Western Australian Government Railways, now called Westrail. Although the Workshops were closed, many employees from other sections took the opportunity to improve their skills during work time. However some remained sceptical as privatisation continued to impact upon other functions of the Railways.
By the mid nineties female students outnumbered male
students. Equity programs to advance women’s participation in the workforce
were extended to include Women In Technology, a Certificate 11 level bridging
course. Courses for people with special needs including prisoners, unemployed
youth, those with disabilities and English difficulties, and those of Aboriginal
descent were also offered. Courses specifically for Aboriginal people were so
popular that an Aboriginal Art Course was established.
During this decade the College became responsible for the administration of the extensive network of the Volunteer Tutor Scheme which later became known as Read, Write Now.
Tourism, Hospitality and Retail became the industries the Swan Valley looked to for economic renewal, The College supported local businesses through the development of new courses in these areas.
The provision of Social Services was also seen to be the
future of Midland. Child Care now had a purpose built child care centre allowing
students ‘hands on’ training experience. In addition a new course in Health
and Fitness was established in 1995. A gymnasium and classrooms were set up in
buildings previously used by the Railways Workshops, right next door to the
original Railways Institute and Technical School building.
Edith Cowan University shared the new campus facility as part of a College policy to link with other training providers. Local high schools continued to take part in the Vocational Education and Training programs to assist students towards career ‘pathways’. In 1998 an Industry liaison Project involving the Chamber of Commerce, local industries and government and private schools was established.
During this decade Midland College of TAFE encompassed the External Studies Division of Technical Education. Devolving responsibility from a central office to individual colleges was part of the Government’s policy of autonomy for TAFE colleges. In 1994 under the direction of Nic Gara who replaced Ernie Serls, preparations began towards autonomy. A strategic plan was developed based on labour market predictions and the training needs of local industry and community groups. This was part of a determined effort by the College and community supporters to retain its identity as Midland’s technical education provider.
The overall responsibility for technical education came under the Department of Vocational Education and Training. Policies and practices were influenced by specific industry training councils and reflected decisions by the State Training Board. The Vocational Education and Training Act of 1996 called for the appointment of college governing councils - responsible for overseeing administration, delivery and strategic direction. Members were to be appointed by the Minister. At Midland College of TAFE John Stefanelli, a prominent local businessman who had a long association with the College became Chairman. Other members of the first Governing Council included Anne Ferguson Stewart, Bruce Cullam, Dr Ron Goddard, Shelley Pike, Linda Anne Kelleher, Kate Lamont, John Ellery and Nic Gara the College Managing Director.
By the end of the decade the College had made its mark with a number of awards. These included:
Client Services employee Mira Osgerby winning Australian
Customer Service Association Wendy Middleton Award;
College student Peta Crane winning the Vocational Student of the Year Award in State Training Excellence Awards;
Volunteer Tutor Scheme becoming joint winners in Adult /Learner Week Awards;
Read Write Now, which superseded the Volunteer Tutor Scheme becoming a finalist in the Premier’s Award for Excellence in Public Sector Management.
The Aboriginal Visual Arts Program becoming a finalist
in the Premier’s Awards;
Diploma of Art student Norma McDonald winning the 1996 Sangora Award;
Hairdressing student, Tina Triscari, winning the Australian Junior Apprentice of the Year;
Two College projects receiving recognition and financial support from the Australian National Training Authority under National Best Practices Guidelines;
The Art Department becoming a finalist in the Premier’s Award for the Service, Design and Delivery category.
Thanks to Ernie Serls, Dr Nic Gara, Lyn Southam and Jim Cairns for assistance with this decade outline.
