158 XXXI International Mineral Processing Congress 2024 Proceedings/Washington, DC/Sep 29–Oct 3
understood [Pillay, 2018] [UK Mining Education Forum,
2022] [Howard, 2023]. They can be summarised as follows:
• Negative images of the mining industry, making it
difficult to attract top talent into the industry
• Lack of knowledge in the general populus about
career opportunities in mining
• Difficulty accessing operating sites to give students
practical experience
• Rapid evolution and changing skills requirements
within the industry
• Changes to the work people want to do, and how
work will be performed.
• Reluctance of young professionals to relocate for
work
This issue is exacerbated by the increasing rate at which a
generation of senior engineers is retiring from the industry
[Brandon, 2012]. This added pressure on the professional
workforce underscores the urgent need for strategies to
attract fresh talent. Creating a more attractive and sustain-
able industry for future generations will require collabo-
ration between industry stakeholders, policymakers, and
educational institutions.
An encouraging recent development is the introduc-
tion of the Mining Schools Act of 2022 (also known as
the Technology Grants to Strengthen Domestic Mining
Education Act of 2022), which draws heavily on a brief-
ing paper provided by the SME outlining the extent of the
skills shortage. To quote SME executive director and CEO
Dave Kanagy, “The decline in mining school enrolment
and graduation rates is a national crisis”… “And it comes
at a time when the nation is becoming even more reliant
on critical and rare earth minerals imported from foreign
countries” [SME, 2022]. The act provides funding for col-
leges and universities to upgrade their programs, increase
research and recruit students.
Australian mining and mineral processing schools are
currently feeling the same pressure as those in the US, and
although the Government is taking a considerable interest
in the workforce needs of the mining industry, similar sup-
port is not currently available.
The Australian story is interesting, as it demonstrates
the need for sustained and ongoing government and
industry-funded support to address mining’s talent supply
problems. In a 2023 presentation, Professor Peter Hayes
summarized Australian mining education funding over the
last 25 years in the following way [Hayes, 2023]:
1. 1998 Minerals Council of Australia (MCA) “Back
from the Brink Report” on Reshaping Minerals
Education was released
2. 2005 MCA through newly created Minerals
Tertiary Education Council (MTEC) provides
financial support for Metallurgy academic posi-
tions at Curtin, Murdoch and UQ, and support
for Mining and Geosciences
3. Enrolments and academic appointments progres-
sively increase to 2015
4. 2016 MTEC financial support to Universities for
academic positions in Metallurgy, Mining and
Geosciences ceased
5. Student enrolments have decreased, academic
positions and course offerings decreased
6. 2023 4th year Joint Metallurgy Plant Design
between Curtin, Murdoch and UQ /industry
ceases
Without funding, these programs struggle to meet demand.
In the face of negative perceptions and other factors referred
to above, it is evident that external funding is needed to
encourage bright, capable students to enter mining-related
degree programs.
MTEC continues to lobby the Australian govern-
ment for additional funds, stating in a 2018 submission
that, “Critically, the minerals industry’s contribution to
Australian innovation depends upon high-value, high-
wage jobs in a diversity of professions, including engineers,
environmental scientists, geologists, geophysicists, math-
ematicians, and financial officers. Mining produces more
gross value added per employee than any other industry
(double the finance sector) and pays Australia’s highest
wages. Mining also accounts for the largest industry share
of micro start-up businesses and is one of the largest con-
tributors to job creation by these businesses” [MCA 2018].
A ROADMAP FOR MINERAL PROCESSING
EDUCATION
Investment in training and attractive career opportunities
for mineral processing professionals is a critical element in
delivery of a highly-skilled workforce. Mineral concentra-
tion generally provides the greatest opportunity for value
gain or value loss.
The International Mineral Processing Council (IMPC)
has conducted several studies in the area of knowledge and
skills development through its Commission on Education,
aimed at identifying good practice and addressing the
broader environmental factors required to ensure good
educational outcomes.
A “Roadmap for Mineral Processing Education” was
developed In 2017 containing guidelines for mineral
processing education, based on results of online surveys
and written submissions from a variety of international
understood [Pillay, 2018] [UK Mining Education Forum,
2022] [Howard, 2023]. They can be summarised as follows:
• Negative images of the mining industry, making it
difficult to attract top talent into the industry
• Lack of knowledge in the general populus about
career opportunities in mining
• Difficulty accessing operating sites to give students
practical experience
• Rapid evolution and changing skills requirements
within the industry
• Changes to the work people want to do, and how
work will be performed.
• Reluctance of young professionals to relocate for
work
This issue is exacerbated by the increasing rate at which a
generation of senior engineers is retiring from the industry
[Brandon, 2012]. This added pressure on the professional
workforce underscores the urgent need for strategies to
attract fresh talent. Creating a more attractive and sustain-
able industry for future generations will require collabo-
ration between industry stakeholders, policymakers, and
educational institutions.
An encouraging recent development is the introduc-
tion of the Mining Schools Act of 2022 (also known as
the Technology Grants to Strengthen Domestic Mining
Education Act of 2022), which draws heavily on a brief-
ing paper provided by the SME outlining the extent of the
skills shortage. To quote SME executive director and CEO
Dave Kanagy, “The decline in mining school enrolment
and graduation rates is a national crisis”… “And it comes
at a time when the nation is becoming even more reliant
on critical and rare earth minerals imported from foreign
countries” [SME, 2022]. The act provides funding for col-
leges and universities to upgrade their programs, increase
research and recruit students.
Australian mining and mineral processing schools are
currently feeling the same pressure as those in the US, and
although the Government is taking a considerable interest
in the workforce needs of the mining industry, similar sup-
port is not currently available.
The Australian story is interesting, as it demonstrates
the need for sustained and ongoing government and
industry-funded support to address mining’s talent supply
problems. In a 2023 presentation, Professor Peter Hayes
summarized Australian mining education funding over the
last 25 years in the following way [Hayes, 2023]:
1. 1998 Minerals Council of Australia (MCA) “Back
from the Brink Report” on Reshaping Minerals
Education was released
2. 2005 MCA through newly created Minerals
Tertiary Education Council (MTEC) provides
financial support for Metallurgy academic posi-
tions at Curtin, Murdoch and UQ, and support
for Mining and Geosciences
3. Enrolments and academic appointments progres-
sively increase to 2015
4. 2016 MTEC financial support to Universities for
academic positions in Metallurgy, Mining and
Geosciences ceased
5. Student enrolments have decreased, academic
positions and course offerings decreased
6. 2023 4th year Joint Metallurgy Plant Design
between Curtin, Murdoch and UQ /industry
ceases
Without funding, these programs struggle to meet demand.
In the face of negative perceptions and other factors referred
to above, it is evident that external funding is needed to
encourage bright, capable students to enter mining-related
degree programs.
MTEC continues to lobby the Australian govern-
ment for additional funds, stating in a 2018 submission
that, “Critically, the minerals industry’s contribution to
Australian innovation depends upon high-value, high-
wage jobs in a diversity of professions, including engineers,
environmental scientists, geologists, geophysicists, math-
ematicians, and financial officers. Mining produces more
gross value added per employee than any other industry
(double the finance sector) and pays Australia’s highest
wages. Mining also accounts for the largest industry share
of micro start-up businesses and is one of the largest con-
tributors to job creation by these businesses” [MCA 2018].
A ROADMAP FOR MINERAL PROCESSING
EDUCATION
Investment in training and attractive career opportunities
for mineral processing professionals is a critical element in
delivery of a highly-skilled workforce. Mineral concentra-
tion generally provides the greatest opportunity for value
gain or value loss.
The International Mineral Processing Council (IMPC)
has conducted several studies in the area of knowledge and
skills development through its Commission on Education,
aimed at identifying good practice and addressing the
broader environmental factors required to ensure good
educational outcomes.
A “Roadmap for Mineral Processing Education” was
developed In 2017 containing guidelines for mineral
processing education, based on results of online surveys
and written submissions from a variety of international