The Minetrain Project: Developing an Advanced Level Training Program for Mining Industry Professionals in an Actual Deep Mine Site

In an extremely competitive mining industry, onsite experience is a big advantage. Mining education at the universities is mostly focused on theoretical studies without a possibility of practical training in mining sites. Hence, experimental mines suitable for practical education are needed to provide a platform for systematic research and education in industrial scale and for training in real mining conditions. Yet, this kind of mine sites is rare worldwide. Thus, a new educational research project, namely MINETRAIN is introduced in this paper evaluating the transition of the Pyhäsalmi mine in Central Finland from an active base metal mine to a research, educational and training underground facility. The uniqueness of MINETRAIN compared to other test mine programs is that the existing state‐of‐art infrastructure in Pyhäsalmi enables research and training facilities among all disciplines related to the overall mine value chain. Though all the above sound interesting in the context of research and education purposes, in practice Pyhäsalmi will have to become an experimental mine that can be sustainable in the future. Accordingly, a prefeasibility study is being conducted and some preliminary results are presented in this paper. INTRODUCTION Despite being a field of studies that requires practical knowledge and experience, mining engineering education follows the same pattern in most mining universities around the world; consisting of theoretical courses and laboratory-based practical modules (Mischo, 2015). The possibility of having practical training in real mining conditions on actual mine sites or processing plants is limited to none, while the only contact that undergraduate students have with mining operations during their time of studies is usually through short-time internships or visits in the context of educational trips. Yet, real integration between universities and the mining industry may be scarce, which does not help students to observe the actual processes, and thus understand the whole picture of mining operations. Indirect practical training is also possible nowadays that technology is shifting from mechanical to digital, and the use of virtual reality -in the context of Mining 4.0- can provide additional experience to the learning process. However, virtual reality is limited to the visual impression and is also limited in actions (Binder et al, 2018). In any case, when there is not a proper pragmatic view of how the different disciplines link to each other and especially if there is a lack of communication, unfortunately the results could be seen at a later stage in the mines as a poor performance of professionals and workers. Another major challenge for educating specialists in the mining sector is that experimental mines suitable for practical education, where the skills and know-how could be developed and/or enhanced are rare worldwide. Such research and educational (R&E) facilities are practically former metal ore mines that have been transformed into experimental sites. Besides being limited in number, not all facilities of this kind serve both a research and educational purpose.