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Technical education 1964-1982

In the late 1960s and 1970s, technical education divided into two streams. Tertiary-level institutes of technology were established in Brisbane in 1965, and Toowoomba and Rockhampton in 1967. These were granted autonomy in 1971.

Furthermore, to help fulfil the demand for technical or certificate-level studies, a perimeter of specialist technical colleges were established around Brisbane in the early 1970s, each specialising in one or more of the sub-tertiary functions of the Central Technical College, which was phased out.

The colleges were situated at Yeronga, Eagle Farm, South Brisbane, Ithaca, Kangaroo Point, Coorparoo and Seven Hills. At the same time many of the country colleges, e.g. Mt Isa, Cairns and Bundaberg, were moved into new accommodation, separate from the high schools.

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Queensland Government Department of Education and Training

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Queensland State Archives posted a photo:

Technical education 1964-1982

A futher period of rationalisation of post-secondary education began in 1974, with the release of the draft report of the Australian Commission on Technical and Further Education. This report recognised that because of rapid school change and the creation of new industries, society’s needs and expectations for technical education had changed in the previous decade.

It recommended that community resources for adult and technical education be rationalised and expanded to meet these new needs and expectations. In consequence, further funds were made available to technical and further education in 1975-76, and in January 1977 the integration of the two areas was completed and TAFE formally came into existence.

Description source:
Queensland Government Department of Education and Training

View the original image at Queensland State Archives:
Digital Image ID 16770

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Queensland State Archives posted a photo:

Technical education by correspondence

The Technical Education Branch was one of the first bodies in Australia to provide tuition by correspondence. This is understandable when the geography of the State is considered. In 1911 correspondence lessons were prepared for students of commercial subjects. By 1926 electrical apprentices in remote country areas were undertaking their courses by correspondence.

Originally, the Central Technical College was responsible for correspondence students. However, in 1945, a separate Technical Correspondence School was established to serve the needs of students in areas not directly served by colleges. To meet the changed conditions of the 1970s, the number and variety of courses offered by the Correspondence Schools have been greatly increased in the past decade.

In the past, technical education has made a worthwhile contribution to the education of the State. It has proved relatively responsive to social and economic demands, has supplied some of the

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Architectural models – materials

Rough study models can be made quickly using cardboard, wooden blocks, polystyrene, foam, foam boards and other materials. Such models are an efficient design tool for three-dimensional understanding of a structure, space or form, used by architects, interior designers and exhibit designers.

Common materials used for centuries in architectural model building were card stock, balsa wood, basswood and other woods. Modern professional architectural model builders are taking advantage of twenty-first century materials, such as Taskboard (a flexible and lightweight wood/fiber board), plastics, wooden and wooden-plastic composites, foams, foam board and urethane compounds.

A number of companies produce ready-made pieces for structural components (e.g. girders, beams), siding, furniture, figures (people), vehicles, trees, bushes and other features which are found in the models. Features such as vehicles, people figurines, trees, street lights and others are called “scenery elements” and serve not only to beautify the model,

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