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A ROADMAP FOR MINERALS PROCESSING EDUCATION

Employers sometimes take advantage of this and pick and choose a range
of graduates.

Accreditation is mostly driven by engineering competency standards rather
than mineral processing competency. There is an opportunity for the IMPC
to engage with some of these accrediting bodies and provide ongoing
accreditation guidelines for mineral engineering education and training
that can be used as an international standard for steering committees,
industry advisory panels and employers.

Acknowledgements

The Education Commission gratefully acknowledges the support of the
data collection team and all those who provided data by submitting their
curriculum detail or taking the survey.

IMPC Education Commission will continue to review and update this
information.

References

1. Batterham R. The impact of the Bologna model on mineral processing
education: good, bad, or indifferent. Minerals Industry: Education and
Training. The Indian Institute of Mineral Engineers. 2013.
2. Cilliers J, 2013, The supply and demand of minerals engineers: A global
survey, 26th International Mineral Processing Congress, IMPC 2012
Innovative Processing for Sustainable Growth - Conference Proceedings,
Pages: 959-967
3. Drinkwater D, 2011, Professional Development for Metallurgists–
Improving Technical Skills. In Met Plant 2011, pp. 39-48. AusIMM:
Australasian Institute of Mining and Metallurgy, 2011

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