Status And Prospect Of Chinese Mineral Processing Education

In last decade, along with its booming Chinese economy, China?s higher education has experienced rapid growth. In 2010, the number of various colleges totals more than 3500, with 2.2 million faculties registered. Currently there are almost 30 million students studying in the colleges, 3 times more than 10 years ago. Mineral Processing was initiated in 1949 as a sub-discipline of Mining Engineering, one of the 13 first level disciplines. Mineral Processing is now established in 34 Chinese colleges, recruiting 2600 undergraduate students, 540 postgraduate students and 100 PhD students every year. A further 9 institutes offer postgraduate education in this field. More than 3000 graduates majoring in Mineral Processing join the industry or institutions each year. The four-year undergraduate teaching and practical training in the colleges is designed to produce qualified mineral processing professionals. This includes courses in mathematics and natural science, fundamental engineering and basic and specialization courses. Recently, the ?Excellent Engineer Program? was launched to strengthen students? practical capabilities. This is a 3+1 teaching and training model; 3 years of theoretical course study plus 1 accumulated year of various practical studies, either inside or outside the college. As for graduate employment, mining-related major graduates have been in a good demand thanks to the intensive investment in mineral sector by Chinese companies. The shortage of experienced metallurgists generates a greater than 90% employment rate for Mineral Processing graduates. However, the biggest problem we are still facing is the gap between the quality of the graduates and the requirements of industry, as a result of occupation attraction, teaching systems, faculty quality, and so forth. Another problem is international orientation. Although nowadays Chinese-foreign cooperation in college education is popular, collaborative mineral related projects are far less common, leaving much room for improvement. Looking ahead to the next 10 years, we still have the right reasons to estimate continued prosperity in the minerals sector as well as mineral processing education in China. A brief analysis and views on this will also be shared in the presentation. Keywords: China, mining engineering curriculum, excellent engineer program