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MINERALS INDUSTRY EDUCATION AND TRAINING II

A clear definition of the Minerals Processing discipline is the subject of an
ongoing study. Dr Lois Finch discusses the approach in her paper Applying
a Logic Model Framework to Mineral Processing Education.

The Commission is also exploring the current content and quality of mineral
processing education programs, and in Section 3 we present findings of
a global review of curriculum along with presentations about education
programs from several global regions. There are significant differences not
only in program duration and content, but also in overall program focus.
For example, in some regions of the world (Australia, South Africa) it is
common for chemical engineers to be employed as mineral processing
engineers, in others (USA, Europe) there is a preference for degrees with
a materials engineering focus. This complicates ongoing professional
development, as different graduates will have different needs.

A strong theme running through many of the papers in this volume is the
considerable strain under which programs are operating, particularly in
the United States, Canada and Australia where it is increasingly difficult for
small, specialty programs to survive. Professor Courtney Young describes
how Montana Tech is meeting this challenge with a small and resourceful
faculty team delivering a high quality and engaging learning experience.
Strong industry engagement is also an important part of their program, a
message echoed by all the presenters.

The issue of gender diversity remains a challenge for our industry, and this
is discussed in detail by Dr Kathryn Hadler in her presentation Where are
the Women in Mineral Processing?

Some excellent examples are provided in Section 5 of truly innovative
educational initiatives, including using technology for creating a virtual
reality experience at the university of New South Wales and delivery of an
interactive on-line mineralogy course from the University of Queensland.
An innovative education a model being rolled out in Africa also shows how
developed and developing world Universities can work together to deliver
high quality programs.

Developing Guidelines for Mineral
iv Section 2
Processing Education