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MINERALS INDUSTRY EDUCATION AND TRAINING II
This definition requires further refinement, input and discussion from a
wider group of professionals.
The logic model provided the guidelines for the course content with
some measure of granularity. This included core operation courses
from comminution to dewatering, core supplementary material from
materials handling to statistics and auxiliary courses such as ethics and
health and safety.
The five major outputs, concepts students should have mastered by
graduation, are: process, economic, environmental, social, and personal.
Introduction
IMPC Education Commission work to date represents good progress
towards the stated commission objective, but has yet to develop sound
directives regarding:
the quality and currency of existing course content
the knowledge, skills and behaviors, particularly new knowledge and
skills, that graduated mineral processors need to perform their duties
the learning resources and activities needed to develop the requisite
skills and competencies
In order to address these aspects of curriculum design, the education
commission has adopted a logic model methodology. Logic models (logic
frameworks) not only help evaluate program performance but also help
develop them. The application of evaluation methods systematically assesses
and improves planning, implementation, and effectiveness of programs.
Project justification
The IMPC is well placed to specify guidelines for mineral processing
education at the international level. Some of the arguments to justify that
statement are:
1. A move away in University education from specialised to more general
undergraduate degrees in science and engineering means that fewer
schools are teaching mineral processing and even fewer run programs
with sufficient depth to constantly review and update content
Developing Guidelines for Mineral
46 Section 2
Processing Education
