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MINERALS INDUSTRY EDUCATION AND TRAINING II
Logic Model Outputs
Table 5 presents the 5 major outputs expected from a mineral processor’s
education from the process itself to personal growth and links back to
the definition of a mineral processor. These outputs were collated from
the interviewers and grouped into the 5 major themes by two experts in
the field. The outputs define the specific deliverables resulting from the
activities. That is a graduated mineral processor should have mastered
the material listed under the first 4 of the 5 themes. The personal growth
theme includes material taught (e.g. engineering ethic) as well as elements
of life-long learning.
Conclusions
The significant findings were:
A preliminary definition of Mineral Processing was developed. The
definition requires further refinement, input and discussion from a
wider group of professionals.
The logic model provided the guidelines for Mineral Processing
Education course content with some measure of granularity and
Helped identify 5 major outputs of a mineral processing education
Outcomes and Impacts of Mineral Processing Education have yet to be
addressed, and completion of the logic model requires consultation with
a broader group of stakeholders including mineral processing operators,
supply companies and customers. This work will be the focus of Phase 3 of
the IMPC Education Commission activities.
The logic model methodology provides a valuable addition to the work
of the Education Commission, aiming to provide a robust, practical and
relevant set of guidelines for mineral processing that will help the IMPC
deliver a consistent message to its stakeholders about the needs of the
mineral processing profession in the future.
Developing Guidelines for Mineral
58 Section 2
Processing Education
