3
The Mining Fair (Mineral Feir)
In this environment participants learn about minerals
and fossils. In these activities the participants can observe,
touch, test the hardness, color and chemical composition
of minerals. In fossils they are introduced to the organic
remains left by animals and plants.
Interactive Laboratory
In this environment the participants appreciate the pro-
cesses of mining operation, having access to a subway min-
ing scale, within the mining simulation experiments that
awaken the curiosity of the participants for science are
performed.
Inspirational and Motivational Talk
After all groups have toured the interactive environments,
participants gather in the main room where the guest pro-
fessional gives a lecture on his or her success stories and
how he or she achieved his or her accomplishments. This is
followed by a round of questions from the audience. Before
the end, there are dynamics about inclusion and mutual
respect.
Farewell
Participants fill out the form (exit survey) on perception in
mining. Then, certificates for participation are delivered to
students and teachers. Finally, thanks are given to all the
participants and volunteers in the interactive day.
Check
In this phase, the measurement data collected on each
day is analyzed. Additionally, to obtain the impact of the
“Building Our Future” Project, the following items are
analyzed:
• Participants impacted 2022 and 2023.
• Institutions affected (urban and rural).
• Age range of participants.
• Gender distribution.
• Perception of mining (Likert scale).
Act
In this last phase, we analyze the impact generated by the
“Building Our Future” project and evaluate the feedback.
In addition, this data allows us to broaden the scope of the
impacted population and make our 2024 projection.
Once the data on participants reached by the project is
obtained, adjustments are made to improve and continue
to grow, based on feedback.
RESULTS
This project evaluates the change in the perception of
children, adolescents and adults regarding the influence of
mining on their lives and/or environment:
Impacted Participants 2022–2023
From the beginning of the “Building Our Future” project
in April 2022 to October 2023. There has been a posi-
tive growth in students participating in interactive mining
events.
Figure 3 shows a 46% increase in the number of par-
ticipants by the year 2022, that is, a total of 114 partici-
pants among children, youth and adults from the different
institutions.
Place of Origin
Cajamarca is a city marked by the centralization of areas
such as education, technological development, among oth-
ers, which generates a disadvantage and a notorious differ-
ence in knowledge between the educational institutions in
the city and the communities far from it.
Consequently, the Project seeks to eliminate these dif-
ferences by having a greater number of participants coming
from institutions in the rural area as we can see in the fol-
lowing Figure 4.
In the Figure 4, shows that schools in rural areas (min-
ing influence zone) are being impacted 8% more than those
in urban areas.
Figure 3. Participants impacted during the years 2022 and
2023
The Mining Fair (Mineral Feir)
In this environment participants learn about minerals
and fossils. In these activities the participants can observe,
touch, test the hardness, color and chemical composition
of minerals. In fossils they are introduced to the organic
remains left by animals and plants.
Interactive Laboratory
In this environment the participants appreciate the pro-
cesses of mining operation, having access to a subway min-
ing scale, within the mining simulation experiments that
awaken the curiosity of the participants for science are
performed.
Inspirational and Motivational Talk
After all groups have toured the interactive environments,
participants gather in the main room where the guest pro-
fessional gives a lecture on his or her success stories and
how he or she achieved his or her accomplishments. This is
followed by a round of questions from the audience. Before
the end, there are dynamics about inclusion and mutual
respect.
Farewell
Participants fill out the form (exit survey) on perception in
mining. Then, certificates for participation are delivered to
students and teachers. Finally, thanks are given to all the
participants and volunteers in the interactive day.
Check
In this phase, the measurement data collected on each
day is analyzed. Additionally, to obtain the impact of the
“Building Our Future” Project, the following items are
analyzed:
• Participants impacted 2022 and 2023.
• Institutions affected (urban and rural).
• Age range of participants.
• Gender distribution.
• Perception of mining (Likert scale).
Act
In this last phase, we analyze the impact generated by the
“Building Our Future” project and evaluate the feedback.
In addition, this data allows us to broaden the scope of the
impacted population and make our 2024 projection.
Once the data on participants reached by the project is
obtained, adjustments are made to improve and continue
to grow, based on feedback.
RESULTS
This project evaluates the change in the perception of
children, adolescents and adults regarding the influence of
mining on their lives and/or environment:
Impacted Participants 2022–2023
From the beginning of the “Building Our Future” project
in April 2022 to October 2023. There has been a posi-
tive growth in students participating in interactive mining
events.
Figure 3 shows a 46% increase in the number of par-
ticipants by the year 2022, that is, a total of 114 partici-
pants among children, youth and adults from the different
institutions.
Place of Origin
Cajamarca is a city marked by the centralization of areas
such as education, technological development, among oth-
ers, which generates a disadvantage and a notorious differ-
ence in knowledge between the educational institutions in
the city and the communities far from it.
Consequently, the Project seeks to eliminate these dif-
ferences by having a greater number of participants coming
from institutions in the rural area as we can see in the fol-
lowing Figure 4.
In the Figure 4, shows that schools in rural areas (min-
ing influence zone) are being impacted 8% more than those
in urban areas.
Figure 3. Participants impacted during the years 2022 and
2023