Future of Mineral Processing Education (XXII International Mineral Processing Congress )

"Developed countries are in the midst of re-structuring education in minerals-related disciplines as raw materials, once vital to wealth generation, contribute progressively less to the economy. The changing circumstances mean institutions must justify mineral processing by new criteria. After considering what a mineral processor needs to know the ways to deliver are considered. Taking twenty graduates per year to illustrate, one institute could justify this number as a program in a department or school (of whatever grouping of disciplines). A strong research component would make the package additionally attractive. Divide among four institutions and mineral processing is best served in a research centre with delivery taking advantage of multi-centre and distance learning opportunities.INTRODUCTIONThis is one of five plenary lectures at the Congress. I may have preferred a technical subject, as that is what occupies most of my thinking hours, but it is reasonable as an academic that this topic should come to one of us. The fact the topic has not been high on my agenda may provide one advantage: that I can suggest directions free of pre-conceived notions, just as when reviewing the background to a technical article the temptation to select in support of one?s interpretations is resisted. The trick will be to add something new.One reading of the title seems to query whether mineral processing education has a future. (I will refrain at this juncture from defining mineral processing and assume for now we share an understanding of the term.) The proximity of natural and human resources led to the Industrial Revolution and the interaction continues to stimulate and sustain industrial and economic development in many parts of the world. The search for raw materials has historically played a key role in opening frontier areas, with undersea and outer space next. The reason is obvious: raw materials along with food and energy underpin society. Thus mining will remain part of human activity along with the need to pass on the knowledge and skills.What happens over time is resource relocation. Raw materials become exhausted in one area to be replaced by sources elsewhere; the demand for some materials lessens while growing for others. Educational institutions can find themselves with the wrong geography or with staff focussing on the wrong subjects. When this happens the restructuring produces much discussion. This is where we are in parts of the world. Japan, Western Europe and the United States are the prominent examples (Dowd, 1998; Flemings and Suresh, 2001; McDivitt, 2002). Mineral processing is becoming a series of courses in related disciplines: resource engineering, environment engineering or materials engineering. The start of the transition is evident in Canada and Australia, perhaps earlier than expected given the contribution of raw materials to their economies. A common backdrop in the developed countries is social pressure to reduce the impact of the ?untidy? aspects of life, and that includes mining. (This is not new: in classical times the mine face was the preserve of slaves and convicts.) These values are exportable, potentially affecting recruitment into mining schools everywhere."