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A ROADMAP FOR MINERALS PROCESSING EDUCATION

Accreditation

Most programs combine several levels of accreditation, and it is important
to understand the way this is done. In many instances accreditation is
driven by engineering competency standards. There is much less focus on
mineral processing competency.

Engineering accreditation is globally managed and subject to review by
international bodies and boards, including the Accreditation Board for
Engineering and Technology (ABET) in the USA, the Canadian Engineering
Accreditation Board (CEAB), Engineers Australia (EA), the Institution of
Chemical Engineers (IChemE), and international standards such as the
Washington Accord (McCaffery et al 2015).

Accreditation of the mineral processing course content is largely a
regional matter, and mostly overseen by the regionally based Professional
Institutions such as the Society of Mining Engineers (SME), Canadian
Institute of Metallurgists (CIM), IOM3, The Australian Institute of Mining
and Metallurgy (AusIMM), South African Institute of Mining nd Metallurgy
(SAIMM), The Nonferrous Metals Society of China TNMSC, and others. In
many cases this is advisory only as these organisations do not have the
same resources as engineering boards.

Table 4: Some examples of program accreditation processes

India The curriculum is set by the Board of Studies of
the respective University/autonomous institutes.
Suggestions from industries are taken into consideration
while drafting the syllabus.

There are two independent government bodies for
accreditation [1] National Board of Accreditation set up
initially by All India Council for Technical Education. [2]
National Accreditation and Assessment Council set up
by University Grants Commission

Global Mineral Engineering 73
Curriculum Review