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A ROADMAP FOR MINERALS PROCESSING EDUCATION

Outcomes and Impacts are beyond the current scope of the education
committee and require input form a group with a broader remit. These will
be the focus of Phase 3 of the Education Commission work.

Method – the Education Commission Study

The program evaluation solicited the input from various stakeholders in
mineral processing to assess if there were any gaps between what is taught
and what the sector perceives is needed.

Semi-structured interviews were conducted as the first step in the
formation of the program logic model.

The key questions focused on:
1. What would be the definition of Mineral Processing?
2. What does a mineral processor do? or, What sort of activities are in
mineral processing?
3. How would you know if Mineral Processing achieved its goals/did what
it was supposed to, met its objectives?

The evaluation was conducted via a semi-structured interview at three
conferences: Flotation 15 in Cape Town, South Africa, Canadian Mineral
Processors, Ottawa, Canada, and the Society of Mining Engineers, Phoenix,
USA. Responses were also solicited from various stakeholders in Australia.
The profile of the interviewees is presented in Table 1.

Each individual was asked to comment on the three aforementioned
questions. Once the interviews were completed, two experts independently
identified common themes from the answers. A consensus was formed
about the themes and a unifying preliminary definition of Mineral
Processing resulted based on the analysis of these themes.

Applying a Logic Model Framework to Mineral Processing 49
Education IMPC Education Commission Study Update