Inservice Education in Queensland: Some Lessons LLOYD LOGAN and JUDYTH SACHS, University of Queensland The Karmel Report (1973) set an agenda for the comprehensive restructuring and vitalisation of non-award inservice education in Australia. This paper documents some of the changes that occurred in inservice education in Queens- land between 1974 and 1986. It is based on a series of commissioned reports during 1986 on the Commonwealth Schools Commission's Professional Development Program in Queensland. These reports covered inservice educa- tion structures and programs in each of the 10 administrative regions plus five special programs. Four significant outcomes of the Professional Development Program were identified in the synthesis of these reports. First, the allocation of significant funding to the non-award inservice education sector resulted in informal pro- fessional development activities gaining increased status. Second, giving teachers direct access to funding for programs to meet their priorities changed the content and modes of inservice education. Third, the domination of the employing authorities and the tertiary institutions over inservice education was ameliorated, if not broken. Fourth, the linkage between inservice education and the implementation of social policy was made explicit through tying grants to Commonwealth Government priorities. Finally, the study documented that the Professional Development Program stimulated considerable activity which at first sight appears to be characterised by diversity and devolution of respon- sibility. A closer analysis, however, indicates that, while diversity of activities occurred, the orientation remained predominantly regulatory (Logan, 1987). This paper outlines a study involving changes in attitudes of teachers, the character of programs and administrative structures. In particular, we discuss two issues: teacher involvement in the management and conduct of inservice education; and the role of teachers' practical knowledge. While the discussion is based on information from only one state, the issues raised have a wider cur- rency. The South Pacific Journal of Teacher Education, Vol. 16, No. 1, April 1988