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A continuing demand for exploration geologists, at a level well below that during the mineral "boom" of 1967-1971, will be highly selective. The exploration geologist must be more than the traditional geologist whose primary function has been detailed description of rocks and their recording on a geological map. He must be capable of 1. reconnaissance recognition of favour= able environments for ore mineral concentrations, 2. application and interpretation of techniques of search and evaluation, and 3. evaluation of economic, technological and political interactions that combine to make an ore deposit. Universities have an obligation to their students to provide them with a saleable skill, to educate them so that they can cope profess- ionally and socially, and to provide a mechan- ism by which education can be a continuing process. Humanistic and social studies, develop ment of communication skills, understanding of economic and management principles, ability to assess rock properties that influence extract- ion and beneficiation, and a knowledge of technological developments and limitations are necessary parts of the exploration geologist's

Jan 1, 1974

This paper reviews the manpower requirements of the Australian mining industry. It has been necessary to provide general background information in order to support the view that university education in mining and mineral process engineering should be strengthened rapidly in Australia to provide graduates for the industry.

Jan 1, 1969

By Potter OE

There appears to have been a swing away from the study of mathematics, the physical sciences, foreign languages and the classical humanities subjects by many students in high schools in Victoria. The same trend is believed to be occurring in other states as well. This has the direct result of many students entering tertiary studies inadequately prepared academically. This is particularly true in engineering and commerce. The position as far as postgraduate training in the areas of concern to the minerals industry is critical with almost no Australian nationals undertaking advanced technological studies.

Jan 1, 1981

The Australasian Institute of Mining and Metallurgy and the Australian Mining Industry Council are concerned that a sufficient number of able young people receive an adequate level of professional training for the mineral industry. A Joint Committee on Education has been formed to pursue these objectives. At a time of strong growth in the industry it is most important to forecast the demand for people, so that the educational authorities will be able to provide adequate facilities. The factors to be considered in fore- casting the demand for professional staff are set out, and the proposed method of assessment is outlined.

Jan 1, 1981

An attempt has been made in tftis paper to review the general situation regarding the needs of the Mining and Minerals Industry for skilled and qualified personnel. Having defined the behavioural objectives of the courses of study, reference is thereafter made to the factors influencing the effective design of courses for apprentices, technicians and Technologists.

Jan 1, 1981

The Australian mining industry has suffered from a decline in its public image during the past decade. This has occurred partly as a result of increased questioning of accepted social and economic values since the mid-1960s and the greater restrictions placed on industry since then, and partly ò from the industry's inability to effectively answer its critics. Public opinion surveys have shown the depth of the decline in the industry's community acceptability and highlighted those issues which people regard as disadvantages of mining. The industry's poor public image has contributed to the difficulties of attracting young people to take up professional careers in mining. All those involved in the industry have a responsibility to assist in activities designed to improve the industry community Acceptability.

Jan 1, 1981

EDUCATION for the mineral industry was at first a single comprehensive curriculum, but it was early recognized that the main basis of mining is physics, while that of metallurgy is chemistry. The first school to offer curricula leading to degrees in mineral industry education in the United States (1853) had separate ones in mining and metallurgy. The Columbia School of Mines (the fist really successful one) had only a single curriculum when it opened in 1864, but within a few years had so reorganized its work that it offered curricula in mining, metallurgy, geology, chemistry, and civil engineering. Interest in the metallurgy or geology curricula was slight at fist, and for the next 30 years the great majority of Columbia students took the mining curriculum, probably partly because it contained nearly as much geology as the geology curriculum, practically all the metallurgy, and most of the chemistry, and partly because of the degree awarded for it. Other schools kept their mining curricula equally broad, and as late as 1900-1910 men were graduating as mining engineers who were practically as well prepared to make geology or metallurgy their life work as they were for mining. Gradually, however, the subject matter of mining geology and metallurgy became so enriched through research and development that separate curricula in them became worth while; their progressive development is the subject of another chapter. Mining curricula also began to be somewhat diversified, and schools in areas where coal mining was of outstanding importance began to offer options in coal mining, the earlier curricula having been chiefly aimed at metal mining. The petroleum industry began its meteoric rise about the same time as mineral instruction in this country, but little more of applied science attended its birth than had attended such ancient practical arts as copper and iron

Jan 1, 1941

By Thomas T., Read

E DUCATION for the mineral industry was at first a single comprehensive curriculum, but it was early recognized that the main basis of mining is physics, while that of metallurgy is chemistry. The first school to offer curricula leading to degrees in mineral industry education in the United States (1853) had separate ones in mining and metallurgy. The Columbia School of Mines (the first really successful one) had only a single curriculum when it opened in 1864, but within a few years had so reorganized its work that it offered curricula in mining, metallurgy, geology, chemistry, and civil engineering. Interest in the metallurgy or geology curricula was slight at first, and for the next 30 years the great majority of Columbia students took the mining curriculum, probably partly because it contained nearly as much geology as the geology curriculum, practically all the metallurgy, and most of the chemistry, and partly because of the degree awarded for it. Other schools kept their mining curricula equally broad, and as late as 1900-1910 men were graduating as mining engineers who were practically as well prepared to make geology or metallurgy their life work, as they were for mining. Gradually, however, the subject matter of mining geology and metallurgy became so enriched through research and development that separate curricula in them became worth while; their progressive development is the subject of another chapter. Mining curricula also began to be somewhat diversified, and schools in areas where coal mining was of outstanding importance began to offer options in coal mining, the earlier curricula having been chiefly aimed at metal mining. The petroleum industry began its meteoric rise about the same time as mineral instruction in this country, but little more of applied science attended its birth than had attended such ancient practical arts as copper and iron

Jan 1, 1941

The curbing of expansion in tertiary level education in Australia and the question- ing of its objectives which are now occurring are likely to have important effects on mining and metallurgical education. Student enrol- ments are low but the serious shortage of specialised minerals industry graduates pre- dicted during the boom of the late 60's has not eventuated. Other manning problems of a less quantitative but possibly equally import- ant kind have been identified. They point to a need for a full and deep review of the education and training programmes available to Australian graduates planning to enter product- ion areas of the minerals industry. An alter- native educational structure providing greater flexibility is suggested.

Jan 1, 1977

By T. Yameogo

Many ideas, tools, technologies, and methodologies are believed to have staked their claims on the future of mining. For example, automation is strongly positioned as the platform within which mining will be practiced. A subset of automation ? intelligent mining ? will add some smart interactions between machines, technologies, the rock, and the environment. The future also calls for an improved approach to sustainability and corporate social responsibility. Mines of the future are dreamed of to be more ethical and more balanced. They will boast optimized designs, integrated value and supply chains, produce less waste, recycle and reuse, and will require less energy to operate. Then, what about the people that will operate this optimized ecosystem? How is the education system teaching the operators of the mines of the future? What kind of a future should mining education foresee to prepare the workers appropriately? In recent years, the shortage of skilled labor for mines around the world has created a tough competition to attract, retain, and train the very people without whom mining will cease to exist. In Australia, Canada, and the United States in particular, the war for talent has resulted in higher-than-usual labour costs. Such costs have dented the unit costs of many mining businesses. Concomitantly, mining contractors? and consultants? prices have increased to reflect the escalation of labour costs across the value chain. From labourers to engineers, from juniors to seasoned professionals, the increase in compensation is unprecedented. Yet, the shortage is still hurting the industry, and the high calibre candidates continue to be rare gems. The industry has been implementing aggressive solutions that include the increased hiring of skilled immigrants, the training and recruitment of minorities, and the retaining of near-retirement experienced employees. Public relation campaigns about the benefits of embracing careers in mining are also common. The CIM has also devoted a ?M4S? section to its pan-Canada meetings to educate the public, especially the youth, about the importance of the mining industry for Canada. Moreover, mining associations and universities are enticing students? enrolment through scholarships and financial support. Still, the balance between quantity and quality of workers can be discussed. This paper intends to discuss the present state of mining education as an essential part of the future of mining. The authors brush the picture of the education of miners, technicians, and engineers, against the backdrop of the technology-advanced mines of the future.

Aug 1, 2013

By Dorricott M. G

This paper reviews the present status of mining engineering education in Australia, outlines the main objectives of current programs, and looks at some of the difficulties that need to be overcome to maintain and improve current standards.A case is made for greater co-ordination and co-operation between the institutions themselves, and between industry and the professional bodies to ensure the highest standards are achieved in the most efficient way.

Jan 1, 1992

Geological. engineering is a field of engineering practice concerned with design and construction of excavations and structures in soil and rock masses. The role of geological engineering in mining practice is defined in this paper, and the scope of the various disciplines in engineering science and geoscience which support geo-engineering research is discussed. The current national research capacity in geo-engineering is considered, and current and future needs for geo-engineering research for mining practice are proposed. Education programmes to sustain the proposed level of research and its industrial implementation are Suggested.

Jan 1, 1986

By Charles Willis

MANY of the failures in vocational education are due to the fact that the educational methods were not designed to the capabilities, habits, and environments of those to be trained; rather they were based on the policy that education is education and lessons are lessons, whether for youngsters of fifteen or for men of forty. Vocational education among miners involves, first, a study of the men themselves, their habits, and the use of their leisure time; second, a study of the differences between the methods of teaching required for men and for children. Certain fundamental requirements of training methods for miners are reasonably universal and may be applied with success to any ordinary mining community. The rate of labor turnover is another consideration; it would be useless to design a four-year course for men who remain in one place only a few months.

Jan 7, 1919

G. M. TAYLOR,* Colorado Springs, Co1o.-I do not think the plan outlined in this paper would work at Cripple Creek. Most of our men have had a pretty good education. The Cripple Creek district is a lessee district-I do not think there is one mine operating in Cripple Creek to-day that does not have the leasing system. We have as many men leasing on our property as we have mining and every plan who is working for wages is looking for n lease-everyman has mined for him- self, he has been his on7n boss on n lease, either on our own property or

Jan 1, 1919

G. M. TAYLOR,* Colorado Springs, Colo.-I do not think the plan outlined in this paper would work at Cripple Creek. Most of our men have had a pretty good education. The Cripple Creek district is a lessee district-I do not think there is one urine operating in Cripple Creek to-day that does not have the leasing system. We have as many men leasing on our property as we have mining and every man who is working for wages is looking for a lease-every man has mined for him-self, he has been his own boss on a lease, either on our own property or on some of the other properties, and it makes a different class of employees.

Jan 12, 1919

By Andrew R. Thomas

As the demand for most industrial minerals on the world market continues to climb, educational institutions maintain traditional policy in emphasizing chiefly metallic ore deposits and energy resources in addition to the general disciplines. In spite of their increasing importance, few universities exhibit great depth with respect to industrial minerals courses due to the shortage of specialized faculty in a category this broad. As new ideas are formulated and technological advances are developed in the field of industrial minerals, the classroom still exists as a student's primary source of information. This opportunity to give today's students the benefit of modern developements has not been utilized to its utmost potential.

Jan 1, 1981

By K. H. McDaniel

People are our most valuable resource. It is as true today as any point in mining history as we face unprecedented personnel shortages aggravated by a workforce that is aging, significant generational gaps and difficulties recruiting younger professionals all amidst increasing global mineral demand. The educational system has a similar, but slightly contrary problem. Many historically strong mining engineering programs have died. Now, fewer mining oriented universities are trying to produce more students in order to meet the demand. Moreover, their situation is aggravated by a similarly aging workforce, a general lack of mid-career PhD?s with the interest and field experience to teach effectively, an extremely slow hiring and funding process, and an inability to be competitive against private industry compensation packages. The traditional instructional model, while not necessarily broken, is most certainly dated, and can penalize programs and students where schools do not have in-house expertise in a given topic. Mining companies, like Rio Tinto, have the opportunity, if not necessarily the obligation, to positively influence how this model works. Educational Partnerships may be the key. This paper will address some observations, and possibilities, associated with Rio Tinto?s efforts in this area.

Feb 23, 2014

By Wijnand Dalmijn, Hans de Ruiter

Experience over the past eight years has proven that partnership and cooperation in mineral engineering education is essential to maintain programs in this field. At this moment the joint European Mineral Masters Engineering Course (EMMEC) has three programs in the areas of mining, minerals engineering and geotechnical/environmental engineering, offered by combinations of nine universities in seven European countries. About 25 companies are associated with the universities in the Federation of European Mineral Programs (FEMP) which coordinates these activities. The EMMEC has applied for recognition under the newly launched EU “Erasmus Mundus” program in which the EU makes 280 million Euro available for bursaries for non-European students and scholars.

Jan 1, 2005

By A. A. Mular

Examining a typical curriculum for mineral process engineers shows that traditional subjects remain important, namely, engineering, earth and basic sciences, mathematics and mineral proc¬essing technology. However, Table I shows additional subjects that may be woven into a modern curriculum, because of micro- and macro-engineering advances over the years. The ways to incorporate these subjects into the curriculum will vary from school to school. Such changes are in response to evolutionary technological and political needs as determined by society and business. Beginning with the 1950s, engineering empiricism was strengthened through micro-engineering, where fundamentals and mechanism serve as foundations. Scientific apparatus unique to the basic sciences (Zeta meter, FTIR spectroscope) was adapted to test new hypotheses. Coincidentally, as computers became more available, complex differential

Jan 1, 1992

By Robert T. Beckman

Education of inspection and operating personnel is essential to protection from radiation hazards in the mining industry. For over 10 years, MSHA has presented the only formal course on radiation measurements and control available to the mining community. Course objectives and content are described in this paper.

Jan 1, 1981