Developing and Sustaining Capability in Process Mineralogy

"There are a number of disciplines in the minerals industry for which concern has been expressed regarding the sustainability of human capital. The boom-bust cycles that occur in the industry, the trend in tertiary education towards consolidation or in some cases cessation of minerals related programs and the increasing frequency of fly-in fly-out operations can all contribute towards a decline in the number of professionals with basic skills in process mineralogy. This paper describes approaches taken by the authors to incorporate process mineralogy into three levels of education, namely undergraduate, recent graduate and experienced professionals. The primary objective in designing the learning activities is the development of authentic learning experiences that provide participants with relevant skills in process mineralogy. Selected examples of approaches used by other education groups globally to address this issue are also provided.INTRODUCTIONThe boom and bust cycle of the mining industry has trickle down effects in tertiary education in terms of the ability of universities to consistently provide high quality graduates with relevant skills. When the commodity price surged in 2002 skills shortages in critical resource related professions were reported and despite investment in skill development there was a view from employers that not enough young people were graduating from relevant education programs (PricewaterhouseCoopers, 2012). At the time this signalled positive growth for engineering disciplines catering to the mining industry, however during the downturn cycles, most recently since 2012, graduates exiting from the discipline can find employment difficult and this contributes to reduced enrolments in subsequent years. From an AusIMM (Australasian Institute of Mining and Metallurgy) members’ employment survey conducted in 2013, more than half of the graduates exiting from disciplines related to mining and minerals were not confident of finding employment (AusIMM, 2013). In the long term the concern is not only how to sustain enrolment and graduate numbers but also to provide the opportunity for students to acquire the professional skills that they require to make them attractive to industry.Maintaining and sustaining core competencies in the minerals discipline is an ongoing challenge. There have been a number of recent papers on this issue presented at international conferences (e.g. McCaffrey et al, 2014; Drinkwater and Napier-Munn, 2014) and there is general agreement that one of the ways in which the deficit in foundation concepts can be addressed is through workplace development. Drinkwater and Napier-Munn (2014) presented data from a survey of industry professionals that indicated that more than 90% of respondents undertook on average 30 days of training each year of which approximately 5 days was professional short courses."