IfBAPJG0: 2,30 P. M.
SPEECH BY THE PRIME MINISTER, THE HON.' WHITLAM4 Mop#$
AT THE OPENING OF THE K. H. BOYKETT BUILDING OF THE CAULFIELD
ILNSTITUT-E OF TECL GY MELBOURNE, FRIDAY, 16 AUGUST 1974
FEW OCCASIONS ARE MORE CONGENIAL TO THE LEADER OF
A GOVERNMENT THAN THE OPENING OF A BUILDING WHOSE PURPOSES
REFLECT AND SYMBOLISE MANY OF THE GOVERNMENT'S CENTRAL
POLICIES AND AMBITIONS. SO IT IS WITH THIS BUILDING AND
THIS INSTITUTE. K. H. BOYKETT'S LONG AND DISTINGUISHED CAREER
AS AN EDUCATOR, AS A BUSINESSMAN, AS AN ADVOCATE, AS A MEMBER
OF THE COUNCIL OF THIS INSTITUTE FOR 16 YEARS, SAW CHANGES OF
GREAT AND LASTING SIGNIFICANCE IN THE-PATTERN OF EDUCATION IN
THIS STATE. HE WAS PRESIDENT OF YOUR COUNCIL WHEN THE
CAULFIELD INSTITUTE OF TECHNOLOGY BECAME AN AUTONOMOUS BODY
AND HE DIED WHILE STILL A SERVING MEMBER OF THE COUNCIL$
HE PARTICIPATED IN A PROCESS OF EVOLUTION AND REFORM WHICH
CULMINATED IN THE ASSUMPTION LAST YEAR BY THE AUSTRALIAN
GOVERNMENT OF FULL FINANCIAL RESPONSIBILITY FOR TERTIARY
EDUCATION. THIS IS THE FIRST SIGNIFICANT EXTENSION TO A
TERTIARY INSTITUTION TO BE COMPLETED SINCE THAT CHANGE WAS MADE.
THE AUSTRALIAN GOVERNMENT, I AM PROUD TO SAY, HAS CONTRIBUTED
MORE THAN $ 2 MILLION FOR THE CONSTRUCTION OF THIS BUILDING IN
CO-OPERATION WITH THE GOVERNMENT OF VICTORIA. I AM DELIGHTED
THAT IT SHOULD BEAR THE NAME OF SO DISTINGUISHED A SERVANT OF
EDUCATION IN THIS STATES
IL
IT IS EASY FOR THE COMMUNITY TO FORGET THE ESSENTIAL
PART PLAYED BY COLLEGES OF ADVANCED EDUCATION AND INSTITUTES
SUCH AS YOURS IN THE TOTAL EDUCATIONAL PROCESS. YOUR INSTITUTE,
NOW MORE THAN HALF A CENTURY OLD, HAS A PARTICULARLY LONG
AND IMPRESSIVE HISTORY. INDEED, THE LEADING COLLEGES AND
INSTITUTES IN THIS COUNTRY HAVE A LONGER HISTORY THAN ALL BUT
SIX OF THE AUSTRALIAN UNIVERSITIES. YOU HAVE A KEY ROLE IN
TRAINING YOUNG MEN AND WOMEN IN TECHNICAL SKILLS AND DISCIPLINES,
IN THE APPLIED SCIENCES AND INDEED IN THE HUMANITIES, IN A
MANNER ESSENTIAL TO THE DEVELOPMENT OF AN ADVANCED AND
PROSPEROUS SOCIETY SUCH AS OURS.
IN ITS APPROACH TO EDUCATION, THE GOVERNMENT'S PURPOSE
HAS BEEN TO STRESS THE CONTINUITY AND INTERDEPENDENCE OF ALL ITS
ASPECTS. MANY PEOPLE HAVE THE IMPRESSION THAT THE GOVERNMENT'S
GREAT AND LASTING REFORMS IN EDUCATION HAVE BEEN CONFINED TO
PRIMARY AND SECONDARY EDUCATION ALONE. THAT IS NOT SO. IT IS
TRUE THAT OUR FIRST PRIORITY WAS IN THESE AREAS BECAUSE THESE
WERE THE AREAS OF GREATEST NEED, OUR PLANS, HOWEVER, ARE
DIRECTED ACROSS THE WHOLE SPECTRUM OF EDUCATION. WE REGARD
ALL LEVELS AND SEGMENTS OF EDUCATION AS RELATED PARTS OF A CONTINI
AND ALL-EMBRACING PROCESS OF INSTRUCTION AND ENGLIGHTENMENT.
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THE GREAT FAILURE OF OUR PREDECESSORS IF I MAY
SAY SO WAS TO TREAT EDUCATION ON A PIECEMEAL BASIS, PATCHING
UP DEFICIENCIES HERE AND THERE. WE LOST SIGHT OF THE NEEDS
AND PURPOSES OF EDUCATION AS A WHOLE. WE PRODUCED MORE
INEQUALITIES AND ANOMALIES THAN WE REMOVED. ONLY NOW ARE WE
BEGINNING TO SEE THE NEEDS OF EDUCATION AS A WHOLE, AND TO
RECOGNISE THAT THE ROLE AND FUNCTION OF INSTITUTES SUCH AS
THIS ARE EVERY BIT AS IMPORTANT TO THE TOTAL CONCEPT AS SECONDARY
SCHOOLS OR UNIVERSITIES.
THIS HAS MEANT A CONSIDERABLE CHANGE IN MANY OF OUR
ATTITUDES, AND NOT TO PUT TOO FINE A POINT ON IT, IN MANY OF
OUR PREJUDICES. IT HAS ENABLED US, FOR EXAMPLE, TO FREE THE
WHOLE DEBATE ON PRIMARY AND SECONDARY EDUCATION FROM ITS FORMER
SECTARIAN PREOCCUPATIONS. I BELIEVE THE COMMUNITY NOW ACCEPTS
AS AN UNALTERABLE PROPOSITION THAT THE QUALITY AND EXTENT OF
THE GOVERNMENT'S RESPONSIBILITY TO OUR CHILDREN'S EDUCATION
HAS NOTHING TO DO WITH THEIR RELIGION. IT HAS ENABLED US TO
APPROACH THE WHOLE QUESTION OF PRE-SCHOOL EDUCATION ON THE
BASIS THAT PRE-SCHOOLING IS A RIGHT OF EVERY CHILD AND AN
ESSENTIAL PART OF THE TOTAL EDUCATIONAL PROCESS. IT HAS ENABLED
US TO INAUGURATE A NEW DEAL FOR TECHNICAL AND FURTHER EDUCATION,
FREEING THIS AREA FROM ARTIFICIAL NOTIONS OF SNOBBERY AND
CLASS DISTINCTION. IT HAS ENABLED US TO TREAT INSTITUTES OF
TECHNOLOGY AND COLLEGES OF ADVANCED EDUCATION IN A NEW AND MORE
ENLIGHTENED WAY RECOGNISING THEIR UNIQUE AND INDISPENSABLE
PLACE IN THE EDUCATIONAL CONTINUUM, AND DISPELLING FOREVER
THE IGNORANT AND DESTRUCTIVE IMPRESSION THAT THEY WERE POOR
RELATIONS OF UNIVERSITIES.
I BELIEVE THE ESSENTIAL QUALITY OF A DYNAMIC AND
DEMOCRATIC EDUCATIONAL SYSTEM IS DIVERSITY BUT A DIVERSITY
OF EQUAL AND RELATED PARTS. EVERYONE SHOULD HAVE THE RIGHT
TO PARTICIPATE TO THE FULL IN THE TYPE OF EDUCATION THAT SUITS
HIM BEST, EQUAL OPPORTUNITY IN EDUCATION DOES NOT MEAN THAT
EVERYONE SHOULD HAVE THE SAME EDUCATION OR, JUST AS IMPORTANT,
THAT EVERYONE SHOULD WANI THE SAME EDUCATION. ONE OF OUR
MISTAKES HAS BEEN TO PLACE TOO HIGH A SOCIAL PREMIUM ON CERTAIN
KINDS OF EDUCATION AT THE EXPENSE OF THE COMMUNITY'S NEEDS.
EQUAL OPPORTUNITY MEANS THAT THE SAME STANDARDS OF EXCELLENCE,
OF DEDICATION, OF MATERIAL ENDOWMENT, OF TEACHING SKILLS
SHOULD APPLY IN WHATEVER INSTITUTION AN INDIVIDUAL CHOOSES.
OF COURSE PEOPLE SHOULD BE FREE TO CHOOSE THE KIND OF
EDUCATION THEY WANT, BUT THIS CHOICE MUST BE ONE BETWEEN
SYSTEMS AND COURSES; NOT BETWEEN STANDARDS, NOT BETWEEN A
GOOD EDUCATION AND A BAD ONE, AN EXPENSIVE EDUCATION OR A
POOR ONE, A SOCIALLY ESTEEMED EDUCATION OR ONE THAT IS SOCIALLY
DOWNGRADED. THE PURPOSE OF MY GOVERNMENT'S REFORMS HAS BEEN
TO ENTRENCH THIS GENUINE PRINCIPLE OF EQUAL OPPORTUNITY, NOT
IN A NARROW FINANCIAL SENSE, BUT AS A BROAD PHILOSOPHICAL
PRINCIPLE BINDING ON US AND ON ALL FUTURE GOVERNMENTS.
YOUR INSTITUTE REFLECTS THE GOVERNMENT'S CONCERN
THAT EDUCATION SHOULD SERVE, OR AT LEAST RECOGNISE, THE
OVERALL NEEDS OF SOCIETY FOR TRAINING AND SKILLS. NOT ONLY
DO WE REGARD THE DIFFERENT LEVELS AND SEGMENTS OF EDUCATION
AS. PART OF A SINGLE PROCESSS: MORE THAN ANY OTHER GOVERNMENT*
WE ARE ANXIOUS THAT EDUCATION ITSELF SHOULD BE INTEGRAL TO A
TOTAL CONCEPT OF SOCIAL GOALS AND PRIORITIES, As YOUR FIRST
ANNUAL REPORT STATED:
" CI. T. IS DESIGNING ITS FUTURE TO MEET THE DEMANDS
OF A FAST CHANGING TECHNOLOGY, PROVIDING STUDENTS
WITH THE PERSONAL REQUIREMENTS AND THE NECESSARY
SKILLS TO MEET THE NEEDS OF EMPLOYERS, AND KEEPING
CLOSE CONTACT WITH INDUSTRY THROUGH FULL-TIME, PARTTIME
AND SHORT COURSES,"
THAT IS ONLY ONE OF YOUR FUNCTIONS, BUT IT EXEMPLIFIES THE
SENSE OF SOCIAL RESPONSIBILITY WHICH MUST GOVERN THE CHOICE
OF COURSES AND PROGRAMS IN INSTITUTES OF THIS. KIND,
THE AUSTRALIAN GOVERNMENT TODAY IS MORE DEEPLY INVOLVED
IN TERTIARY EDUCATION THAN ANY PREVIOUS GOVERNMENT, FROM THE
BEGINNING OF THIS YEAR WE HAVE ASSUMED TOTAL FUNDING
RESPONSIBILITIES FOR TERTIARY EDUCATION, TUITION AND RELATED
FEES IN COLLEGES OF ADVANCED EDUCATION AND OTHER INSTITUTIONS
OF TERTIARY AND POST-SECONDARY EDUCATION HAVE BEEN ABOLISHED,
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APART FROM FUNDING, THE AUSTRALIAN GOVERNMENT IS
RESPONSIBLE FOR THE CO-ORDINATION AND BALANCED DEVELOPMENT
OF ADVANCED EDUCATION FACILITIES THROUGHOUT AUSTRALIA,
To THIS END IT LOOKS FOR ADVICE TO THE COMMISSION ON ADVANCED
EDUCATION, THE COMMISSION IS NOW CONSIDERING SUBMISSIONS
FROM ALL COLLEGES FOR DEVELOPMENT AND FUNDING DURING THE
1976-78 TRIENNIUM, AS A RESULT OF THE GOVERNMENT'S ACCEPTANCE
OF THE COMMISSION'S REPORT ON TEACHER EDUCATION, FORMER STATE
TEACHERSI COLLEGES AND PRE-SCHOOL TEACHERSI COLLEGES ARE NOW
ALSO BEING FUNDED UNDER ADVANCED EDUCATION ARRANGEMENTS,
THE GOVERNMENT'S TOTAL FINANCIAL CONTRIBUTION TO ADVANCED
EDUCATION IN THE 1973-75 TRIENNIUM IS MORE THAN $ 600 MILLION,
THIS IS A LARGE SUM BUT IT IS ONLY PART OF OUR
COMMITMENT TO EDUCATION AS A WHOLE. SOME INDICATION OF THE
SCALE OF THE GOVERNMENT'S ALLOCATION OF RESOURCES TO EDUCATION
GENERALLY CAN BE OBTAINED FROM THE COMPARATIVE ANNUAL FIGURES
FOR EXPENDITURE. IN 1972-73 THE TOTAL* AUSTRALIAN GOVERNMENT
OUTLAY ON EDUCATION AT ALL LEVELS WAS $ 439 MILLION. IN 1973-74
( THE FIRST FULL FINANCIAL YEAR OF THE PRESENT GOVERNMENT) WE
SPENT NEARLY TWICE THAT AMOUNT OVER $ 800 MILLION DESPITE
THE FACT THAT OUR MAJOR NEW PROGRAMS OF FINANCE FOR EDUCATION
WERE NOT OPERATING FOR MORE THAN THE FINAL SIX MONTHS OF THAT
YEAR, NOT UNTIL NEXT YEAR 1974-75 WILL WE SEE ANYTHING
LIKE THE FULL IMPACT OF THE GOVERNMENT'S PROGRAMS, ( EVEN SO
IT WILL NOT REFLECT THE FULL IMPACT OF NEW PROGRAMS IN THE
PRE-SCHOOLS AND TECHNICAL EDUCATION AREAS), WHILE THE PRECISE
FIGURE OF EXPENDITURE FOR 1974/ 75 IS NOT AS YET KNOWN, IT IS
CLEAR THAT IT WILL BE MORE THAN THREE TIMES THE TOTAL LEVEL OF
EXPENDITURE IN 1972-73,
THE MAJOR ELEMENTS IN THESE MASSIVE INCREASES IN
OUR COMMITMENT TO EDUCATION HAVE OF COURSE BEEN THE
IMPLEMENTATION OF THE KARMEL REPORT RECOMMENDATIONS FOR
SCHOOLS AND OUR ASSUMPTION OF FULL RESPONSIBILITY FOR FINANCING
TERTIARY EDUCATION. THE EXPENDITURE FIGURES, HOWEVER IMPRESSIVE
AS THEY ARE DO NOT SHOW THE FULL PICTURE. WE ARE CONCERNED
NOT JUST WITH QUANTITY BUT WITH QUALITY. So OUR NEW PROGRAMS
HAVE REFLECTED CONCERN FOR THE NEEDS OF THE INDIVIDUAL
PARTICULARLY THE HANDICAPPED AND OTHER DISADVANTAGED STUDENTS,
AND WITH-THE ENCOURAGEMENT OF INNOVATION.
THIS EMPHASIS ON INNOVATION WILL BE PARTICULARLY MARKED
IN THE AREA OF TECHNICAL AND FURTHER EDUCATION, THE REPORT OF
THE AUSTRALIAN COMMITTEE ON TECHNICAL AND FURTHER EDUCATION
THE KANGAN REPORT WAS TABLED BY THE MINISTER FOR EDUCATION IN
APRIL. IT RECOMMENDED CAPITAL AND RECURRENT GRANTS TO THIS AREA
OF MORE THAN $ 104 MILLION, THE GOVERNMENT PROMPTLY ACCEPTED THE
VALIDITY OF ITS BROAD PROPOSALS, AND BUT FOR THE DOUBLE
DISSOLUTION, THESE PROGRAMS WOULD NOW BE WELL UNDER WAY,
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I HAVE STRESSED THE IMPORTANCE WHICH MY GOVERNMENT
PLACES ON LINKING TOGETHER OUR VARIOUS INITIATIVES IN A
CO-ORDINATED AND INTEGRATED FASHION. WHAT THE KANGAN REPORT
SAYS ABOUT THE CONCEPT OF RECURRENT EDUCATION AND OPENING UP
THE ACCESS GENERALLY OF ADULTS TO EDUCATION IS REFLECTED
ALSO IN THE PROPOSALS RECENTLY PUT FORWARD INTHE DRAFT
REPORT ON OPEN TERTIARY EDUCATION, WHICH HAS BEEN PRODUCED
BY A COMMITTEE OF THE UNIVERSITIES COMMISSION.
SIMILARLY, THERE IS A CLOSE LINK BETWEEN THE KANGAN'REPORT
ON TECHNICAL AND FURTHER EDUCATION AND THE COCHRANE REPORT
ON LABOR MARKET TRAINING WHICH WE RECEIVED LAST MONTH, THE
COCHRANE REPORT OUTLINES PROPOSALS FOR A NATIONAL EMPLOYMENT
AND TRAINING SCHEME WHICH THE GOVERNMENT HAS DECIDED IN
PRINCIPLE TO ADOPT, IT CAN BE EXPECTED TO HAVE AN IMPACT
UPON THE FACILITIES REQUIRED IN TECHNICAL COLLEGES THROUGHOUT
THE COUNTRY, AND THE KANGAN REPORT IS OF OBVIOUS IMPORTANCE
IN RECOMMENDING ADDITIONAL FINANCIAL SUPPORT FOR THOSE COLLEGES,
THE TWO GO TOGETHER, ONCE AGAIN WE SEE THE IMPORTANCE OF A
CO-ORDINATED AND PLANNED APPROACH TO EDUCATION AS A WHOLE,
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WE SEE. OUR NATIONAL EMPLOYMENT AND TRAINING SCHEME
AS A MAJOR COMPONENT OF A MANPOWER POLICY AIMED AT IMPROVING
THE ECONOMIC, SOCIAL AND EDUCATIONAL CIRCUMSTANCES OF ALL
MEMBERS OF THE WORKFORCE. IT WILL BE NO MERE SHORT-TERM
PALEIATIVE FOR UNEMPLOYMENT. IT WILL BE COMPREHENSIVE AND
FLEXIBLE; IT WILL COVER A WIDE RANGE OF SKILLS; IT WILL
RESPOND TO CHANGES IN TECHNOLOGY AND THE NEEDS OF MODERN
INDUSTRY. CLEARLY ITS SUCCESS WILL DEPEND ON CO-OPERATION
WITH IMPORTANT COLLEGES AND INSTITUTES OF TECHNOLOGY SUCH AS
YOURS, LET ME QUOTE SOME REMARKS MY COLLEAGUE MR. BEAZLEY
MADE LAST YEAR TO THE FIRST MEETING OF THE KANGAN COMMITTEE,
THEY INDICATE OUR BROAD APPROACH TO EDUCATION AND ARE RELEVANT
TO THE WIDER PURPOSES OF THIS INSTITUTE MR. BEAZLEY SAID:
" WE ARE NOW IMPLEMENTING A POLICY INVOLVING EXPERT
COMMISSIONS CHARGED WITH THE TASK OF EXAMINING THE
NEEDS OF ALL AUSTRALIAN STUDENTS, THE PRE-SCHOOLS
COMMITTEE IS INVESTIGATING THE DEMAND FOR KINDERGARTENS,
THEIR PLACEMENT AND REQUIREMENTS, WITH THE AIM OF
PROVIDING FACILITIES OF CANBERRA STANDARD TO ALL
AUSTRALIAN PRE-SCHOOLS WITHIN SIX YEARS; THE INTERIM
SCHOOLS COMMITTEE IS WORKING TO DESTROY THE INEQUALITIES
WHICH HAVE PLAGUED AUSTRALIAN EDUCATION FOR TOO LONG
BY ENSURING THAT FEDERAL MONEY GOES FIRST TO THE AREAS
WHERE IT IS NEEDED MOST,,,
" I HOPE THAT YOU WILL DEVELOP FOR AUSTRALIA NOT MERELY
A STRATEGY OF TECHNICAL AND FURTHER EDUCATION, REACTING
TO THE STATES' NEEDS, YOUR GREATEST SERVICE MAY WELL
BE PREVENTING WASTE OF SKILL, WASTE OF MANPOWER, WASTE
OF EFFORT AND FRUSTRATION, BY DEVELOPING A PHILOSOPHY
OF TECHNICAL AND FURTHER EDUCATION, THIS WILL EMBRACE'
PROPER RESPECT FOR CRAFTSMANSHIP, A HAPPY USE OF LEISURE,
AND EFFECTIVE LIVING FOR MANY PEOPLE,"
IT GIVES ME THE GREATEST SATISFACTION THAT VICTORIA'S
INSTITUTES OF TECHNOLOGYI LONG REGARDED AS THE POOR RELATIONS
OF THE TERTIARY SECTOR, ARE NOW EMBARKED ON A COURSE OF-STEADY
GROWTH AND EHANCED PRESTIGE, I BELIEVE YOUR PROPER AND
RIGHTFUL PLACE IN THE HIERARCHY OF THE EDUCATIONAL SYSTEM HAS
AT LAST BEEN RECOGNISED BY ALL BY GOVERNMENTS AND BY THE
COMMUNITY. A BRIGHT FUTURE LIES BEFORE YOU.
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THIS IS A TIME, AS YOU KNOW, WHEN HEAVY AND
COMPETING CLAIMS ARE MADE ON THE GOVERNMENT'S RESOURCES,
FOR MANY OF US FOR ALL OF US IT IS A TIME OF NECESSARY
FINANCIAL STRINGENCY, I GIVE YOUMY ASSURANCE, HOWEVER,
THAT THE PRIORITY WE ACCORD TO EDUCATION WILL REMAIN AS
HIGH AS BEFORE, FROM THE BEGINNING WE HAVE RECOGNISED
EDUCATION AS A PARAMOUNT RESPONSIBILITY OF THE NATIONAL
GOVERNMENT AND WE WILL CONTINUE TO DO SO, THERE WILL BE
NO RETREAT FROM THAT GOAL, THERE WILL BE NO SLACKENING
IN OUR EFFORTS TO REBUILD OUR EDUCATIONAL SYSTEM AND GIVE
THE BEST AND THE BRIGHTEST EDUCATIONAL OPPORTUNITY TO EVERY
AUSTRALIAN CHILD AND TO EVERY AUSTRALIAN STUDENT WHATEVER
HIS MEANS, WHEREVER HE LIVES OR WHATEVER HIS GOAL IN LIFE,