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Mineral Processing Education in the Philippines
Kate Tungpalan
Department of Mining, Metallurgical and Materials Engineering, University of the Philippines Diliman
ABSTRACT: The Philippines is blessed with very large quantities of mineral resources valued at $1 trillion.
However, only 8.67% of the total land area that has high mineral potential is covered by mining tenements. In
2023, there are 56 metallic and 59 non-metallic mines operating in the country. Despite sitting on vast reserves,
the country is unable to maximize the benefits of these endowments. Some of the reasons identified are i)
difficulty in processing complex ores, ii) strong opposition due to negative reputation of mining, iii) insufficient
skilled manpower, particularly mineral processing engineers, and 4) mismatch between mining regions and
universities offering mining and metallurgical engineering degree programs. This paper seeks to shed light on
the potential root of these reasons.
Currently, there are only two established universities offering Bachelor of Science in Metallurgical Engineering
(MetE). For the past seven (7) years, these universities have only produced 415 MetE graduates. The under-
graduate MetE curriculum includes four tracks of Metallurgy namely Mineral Processing, Extractive, Physical
and Adaptive. As a result, not all MetE graduates will eventually land in the mining and minerals industry. The
curriculum also includes about 35 units of general education subjects, and only 320 hours of internship. This is
to say that the curriculum is more focused on the theory of metal processing, from mineral processing to metal
forming, and less on the application thereof. The integration of the knowledge and skills learned are demon-
strated in the Plant Design subject and an Undergraduate Thesis taken during the senior year.
Further, Metallurgical Engineering is not as popular as the other Engineering degree programs. Nonetheless, the
universities continue to promote the program by conducting roadshows to high schools. They also continue to
improve their programs to produce graduates who are qualified to assist the industry.
Keywords: minerals education, metallurgy, BS Metallurgical Engineering
THE PHILIPPINE MINERAL RESOURCES
The Philippines is blessed with large quantities of mineral
resources. The Bureau of Mines and Geosciences reported
that 30% of the country’s total land area has high mineral
potential valued at over $1 trillion. However, only 8.67% is
covered by mining tenements. In 2023, there are 56 metal-
lic and 59 non-metallic mines operating in the country. Of
the metallic mines, 12 are gold producers, 3 copper pro-
ducers, 33 nickel mines, 4 chromite mines and 4 iron ore
mines. There are also 55 Declared Minahang Bayan, which
are the associations of small-scale mining operators with
government permits. As of the first three quarters of 2023,
the metallic production value was at around 3.2 billion
USD. (MGB, 2023 Fatalla, 2018)
Mineral Processing Education in the Philippines
Kate Tungpalan
Department of Mining, Metallurgical and Materials Engineering, University of the Philippines Diliman
ABSTRACT: The Philippines is blessed with very large quantities of mineral resources valued at $1 trillion.
However, only 8.67% of the total land area that has high mineral potential is covered by mining tenements. In
2023, there are 56 metallic and 59 non-metallic mines operating in the country. Despite sitting on vast reserves,
the country is unable to maximize the benefits of these endowments. Some of the reasons identified are i)
difficulty in processing complex ores, ii) strong opposition due to negative reputation of mining, iii) insufficient
skilled manpower, particularly mineral processing engineers, and 4) mismatch between mining regions and
universities offering mining and metallurgical engineering degree programs. This paper seeks to shed light on
the potential root of these reasons.
Currently, there are only two established universities offering Bachelor of Science in Metallurgical Engineering
(MetE). For the past seven (7) years, these universities have only produced 415 MetE graduates. The under-
graduate MetE curriculum includes four tracks of Metallurgy namely Mineral Processing, Extractive, Physical
and Adaptive. As a result, not all MetE graduates will eventually land in the mining and minerals industry. The
curriculum also includes about 35 units of general education subjects, and only 320 hours of internship. This is
to say that the curriculum is more focused on the theory of metal processing, from mineral processing to metal
forming, and less on the application thereof. The integration of the knowledge and skills learned are demon-
strated in the Plant Design subject and an Undergraduate Thesis taken during the senior year.
Further, Metallurgical Engineering is not as popular as the other Engineering degree programs. Nonetheless, the
universities continue to promote the program by conducting roadshows to high schools. They also continue to
improve their programs to produce graduates who are qualified to assist the industry.
Keywords: minerals education, metallurgy, BS Metallurgical Engineering
THE PHILIPPINE MINERAL RESOURCES
The Philippines is blessed with large quantities of mineral
resources. The Bureau of Mines and Geosciences reported
that 30% of the country’s total land area has high mineral
potential valued at over $1 trillion. However, only 8.67% is
covered by mining tenements. In 2023, there are 56 metal-
lic and 59 non-metallic mines operating in the country. Of
the metallic mines, 12 are gold producers, 3 copper pro-
ducers, 33 nickel mines, 4 chromite mines and 4 iron ore
mines. There are also 55 Declared Minahang Bayan, which
are the associations of small-scale mining operators with
government permits. As of the first three quarters of 2023,
the metallic production value was at around 3.2 billion
USD. (MGB, 2023 Fatalla, 2018)