Paul Fennelly gives his impressions of the early Beattie government and its relations with industry and the business sector in Queensland. He comments on that government's strong relations with the university sector, and how these as well as its industry links helped to establish the Smart State agenda. He describes how, after three years with the AI Group in Victoria, he returned to enter the Queensland public service.
Terry Hogan outlines education reforms that coincided with the early phase of the Smart State strategy. He recalls that some education initiatives of this period were proposed earlier during the Goss years. He adds that Smart State helped build stronger relationships between the government and universities.
Howard Guille discusses his early teaching experience and his move to New Zealand to take a position as an Economics Lecturer. He speaks about his involvement with unions in New Zealand which lead to his move to Australia in 1976 to take a position with the North Brisbane Centre for Adult Education.
Linda Apelt describes her teaching career over 10 years, before moving into policy roles, especially with National Policy for the Education of Girls. She describes the challenges working with State and Commonwealth governments.
Rod Welford discusses Smart State strategy and education. He notes that the strategy was largely aimed at tertiary education, with a key symbol of biotechnology.
Roger Scott discusses Indigenous education reform. He outlines how a working group was established to write the Australian history curriculum with the inclusion of Indigenous history and the subsequent pulping of these documents. He describes the personal and professional difficulties following this event and goes on to describe similar difficulties in introducing feminist curriculum.
Roger Scott comments on the relationship between the Education Department and tertiary education institutes including TAFE. He reflects on the merging of tertiary institutions.
