Page 74 - IMPC Education Book_low res

MINERALS INDUSTRY EDUCATION AND TRAINING II

The Commission on Education approached a broad cross-section of
Mineral Engineering academics to find out what is currently taught. This is
the first time that a set of international data has been collected in this way.
It provides an important backdrop to the ongoing work of the Commission
as they work to develop international guidelines for educators.
Summary of Findings

Not surprisingly, curriculum varies from place to place. Mineral processing
undergraduate programs vary in length from 3–6 years, and content also
varies significantly. Programs range from those with a heavy focus on
mineral processing topics to materials or chemical/process engineering
programs which are more generic.

There are regions of the world (Australia, South Africa) where it is
common for chemical engineers with no mineral processing education
to be employed as mineral processing engineers. Specialist expertise is
developed on the job or via professional development programs. Even in
undergraduate programs where minerals engineering is a strong focus,
there is considerable variety in duration, content and depth.

This means that the ongoing professional development needs for graduates
will not be the same in all regions.

The data collected in this study do not indicate any consistent employer
preference for one kind of program over another. Ongoing IMPC work
may be able to investigate this issue in more detail. In the meantime, some
employers report that they exploit this by hiring from a range of different
types of program.

Methodology

The Commission on Education has access to an international network of
academics able to provide information about a broad cross-section of
programs from around the world, including the kinds of programs being
delivered, course content and stated learning outcomes. Although this is

Mineral Processing Education
62 Section 3
around with World