XXXI International Mineral Processing Congress 2024 Proceedings/Washington, DC/Sep 29–Oct 3 159
contributors within the IMPC network. [Drinkwater,
2017]. It was designed to be accessible to various stake-
holders including:
• Education providers, to review and evaluate their
programs
• Employers, to assist with selection of personnel
• Employers, to develop continuing development pro-
grams for their young professionals
• Young professionals, to manage their career
progression
This survey provided some valuable insights, especially in
the detail of specific submissions. Recommendations were
collected into 4 key categories:
1. Deliver good programs
2. Attract and develop good students
3. Provide professional development opportunities.
4. Encourage University/Industry exchange
A full explanation of the study and its findings are provided
in the Roadmap document [Drinkwater, 2017], which is
available as an e-book on the IMPC website.
KEY RECOMMENDATIONS
1. Deliver good programs
When questioned about Mineral Processing topics, respon-
dents highlighted several key areas. Basic numeracy and sci-
entific knowledge are considered fundamental, along with a
sound understanding of minerals and mineralogy, sampling
techniques, mass balancing, and process knowledge, espe-
cially in comminution and flotation processes. Even with
the rapid advances in sophisticated instrumentation and
advanced process control, these foundational skills are still
considered indispensable.
Additional recommendations are listed below:
• Review course content and ensure it is current and
relevant
• Ensure undergraduate programs contain a good
solid foundation in basic science, engineering and
mathematics
• Include as much as possible core mineral processing
content on the priority topics
• Introduce students to non-core topics such as
Geometallurgy, tailings management and sensor-
based sorting
• Ensure students learn to use modelling packages that
can deal with particulate solid materials in process
streams
• Introduce undergraduates to use of tools and tech-
nologies using problem-based activities, for example:
– Metallurgical problem-solving using mineralogical
tools
– Use of simulation to predict impact of process
changes
– Metallurgical accounting and mass balancing
• Expose students to sustainability topics including
water and energy conservation, environmental con-
sequences of chemical and heavy metal contamina-
tion, emissions control measures
• Identify and teach mineral processing aspects of
importance locally – eg: precious metals processing
and refining in Nevada, coal processing in eastern
Australia, iron and steel production in India and new
materials required by renewable energy technologies
2(a). Attract and develop good students
Suggestions from respondents about attracting good stu-
dents focus on what can be done by education institutions,
such as:
• Sharing information between schools and other
feeder institutions about activities that create interest
and excitement about mineral processing
• Working with professional societies programs
designed to attract the best available students to min-
erals engineering programs
• Collaborating across institutions and share data and
case studies for educational programs
The key to success was to ensure graduates were equipped
with an analytical tool-kit enabling them to apply their
knowledge in practice, and ensure they are up to date
with knowledge of new tools and applications. The sur-
vey showed considerable variation in content and duration
between Mineral Processing programs delivered in differ-
ent regions, but this was not considered a major concern.
Young professionals need to continue learning throughout
their careers and adapt to changing technology and process
requirements, supported by high-quality ongoing profes-
sional development opportunities.
2(b). Continued professional development
Good educational outcomes also depend on a broad eco-
system supporting tertiary education programs, with some
key elements as listed below. Development should go
beyond the purely technical and focus on skills that create a
complete professional.
• Encourage application of knowledge to practice by
ensuring students understand the full value chain –
mine to metal production. Teach integrated facets of
contributors within the IMPC network. [Drinkwater,
2017]. It was designed to be accessible to various stake-
holders including:
• Education providers, to review and evaluate their
programs
• Employers, to assist with selection of personnel
• Employers, to develop continuing development pro-
grams for their young professionals
• Young professionals, to manage their career
progression
This survey provided some valuable insights, especially in
the detail of specific submissions. Recommendations were
collected into 4 key categories:
1. Deliver good programs
2. Attract and develop good students
3. Provide professional development opportunities.
4. Encourage University/Industry exchange
A full explanation of the study and its findings are provided
in the Roadmap document [Drinkwater, 2017], which is
available as an e-book on the IMPC website.
KEY RECOMMENDATIONS
1. Deliver good programs
When questioned about Mineral Processing topics, respon-
dents highlighted several key areas. Basic numeracy and sci-
entific knowledge are considered fundamental, along with a
sound understanding of minerals and mineralogy, sampling
techniques, mass balancing, and process knowledge, espe-
cially in comminution and flotation processes. Even with
the rapid advances in sophisticated instrumentation and
advanced process control, these foundational skills are still
considered indispensable.
Additional recommendations are listed below:
• Review course content and ensure it is current and
relevant
• Ensure undergraduate programs contain a good
solid foundation in basic science, engineering and
mathematics
• Include as much as possible core mineral processing
content on the priority topics
• Introduce students to non-core topics such as
Geometallurgy, tailings management and sensor-
based sorting
• Ensure students learn to use modelling packages that
can deal with particulate solid materials in process
streams
• Introduce undergraduates to use of tools and tech-
nologies using problem-based activities, for example:
– Metallurgical problem-solving using mineralogical
tools
– Use of simulation to predict impact of process
changes
– Metallurgical accounting and mass balancing
• Expose students to sustainability topics including
water and energy conservation, environmental con-
sequences of chemical and heavy metal contamina-
tion, emissions control measures
• Identify and teach mineral processing aspects of
importance locally – eg: precious metals processing
and refining in Nevada, coal processing in eastern
Australia, iron and steel production in India and new
materials required by renewable energy technologies
2(a). Attract and develop good students
Suggestions from respondents about attracting good stu-
dents focus on what can be done by education institutions,
such as:
• Sharing information between schools and other
feeder institutions about activities that create interest
and excitement about mineral processing
• Working with professional societies programs
designed to attract the best available students to min-
erals engineering programs
• Collaborating across institutions and share data and
case studies for educational programs
The key to success was to ensure graduates were equipped
with an analytical tool-kit enabling them to apply their
knowledge in practice, and ensure they are up to date
with knowledge of new tools and applications. The sur-
vey showed considerable variation in content and duration
between Mineral Processing programs delivered in differ-
ent regions, but this was not considered a major concern.
Young professionals need to continue learning throughout
their careers and adapt to changing technology and process
requirements, supported by high-quality ongoing profes-
sional development opportunities.
2(b). Continued professional development
Good educational outcomes also depend on a broad eco-
system supporting tertiary education programs, with some
key elements as listed below. Development should go
beyond the purely technical and focus on skills that create a
complete professional.
• Encourage application of knowledge to practice by
ensuring students understand the full value chain –
mine to metal production. Teach integrated facets of