Mining/Mineral Engineering Education on the Job: A New Concept (original) (raw)
Related papers
Advances In Mining Engineering Education: A Case For Learning Communities
International Journal of Engineering Pedagogy (iJEP), 2015
Mining engineering involves the design, planning and management of operations for the development, production and eventual rehabilitation of resource extraction. These activities draw on a diverse set of skills. University of British Columbia mining engineers have traditionally been highly regarded for their strengths in the technical aspects of mining and mineral process but also for their understanding of the application of principles of sustainability and social responsibility. The current view of the UBC Mining curriculum demands the integration of aspects of environmental and social sciences shaping the future of tertiary engineering education. The solution is developing a curriculum that is focused on key learning objectives that are a reflection of all these external pressures. This paper examines the challenge of curriculum reform and the emergence of learning communities at the Norman B. Keevil Institute of Mining Engineering at the University of British Columbia, Canada.
Journal- South African Institute of Mining and Metallurgy
The Department of Mining Engineering at the University of Pretoria accepts that the process of teaching and learning improvement is an ongoing exercise with the ultimate aim to deliver well-rounded mining engineering practitioners. Various challenges impact on the success of this process. An integrated and innovative process was developed and is followed in the Department to overcome these challenges. The aim of the Department is to apply a holistic teaching approach by introducing multiple integrated interventions with regards to teaching and learning strategies. Three phases of this process are discussed in this article, and are illustrated in Figure 1. During the first phase, prior to 1999, several teaching and learning challenges were identified in the Department of Mining Engineering. These challenges are discussed in the next section. In the current phase, a variety of interventions to address the challenges are being developed, implemented (in some cases piloted), and evaluated. The future phases will focus on the improvement, successes, and full roll-out of current interventions, as well as on training, development, and support for all staff members to participate in the process. (Figure 1) The process of teaching and learning improvement described in this article is based on and supported by the prescribed Engineering Council of South Africa (ECSA) outcomes. These outcomes are also incorporated in the South African Qualifications Authority's (SAQA) outcomes for the Engineering qualification.
Mining education – achievements and challenges
Proceedings of the Fourth International Seminar on Strategic versus Tactical Approaches in Mining, 2011
This paper reviews the progress achieved through the strategic initiative taken collectively between the major mining educators and the Minerals Council of Australia some years ago with the formation of Mining Education Australia (MEA). MEA is an industry-endorsed, collaborative national engineering education programme delivering higher quality comprehensively educated mining engineers; while at the same time providing greater underpinning support to sustain the mining programmes at each member university. Just as the mining industry is truly international, so is the education sector seeking stronger international linkages. The paper will discuss some international education issues, plus some new initiatives being pursued by MEA and member universities. The paper will further discuss some alternative education pathway options for addressing the mining skills shortages through postgraduate education initiatives at
Mining Engineering Postgraduate Education by Distance Learning Through the Internet
17th International Mining Congress of Turkey, 2001
ABSTRACT: This work considers different schemes to assist the need of mining engineers for advanced postgraduate education. The work is conducted İn two stages. In the first stage, a modified Delphi approach is applied to determine the teaching modules that mining engineers consider the most important and useful. Using statistical analysts tools, it İs found that the market that the course addresses can be enlarged to include chemical engineers, metallurgists and industrial chemists, who display similar demand patterns. The second ...
Real-time mining engineering education for real-time mining engineers
2011
46 F E A T U R E S This process entailed three phases. Prior to 1999 (Preparation Phase), several teaching and learning challenges were identifi ed. Since then (Current Phase), various interventions have been developed, implemented (and in some cases piloted) and evaluated to address the challenges. The Future Phase will focus on improvement, successes and the full roll-out of current interventions, as well as on training, development and support for all staff members to participate in the process. The Department of Mining
2019
The emergence of new technologies such as virtual reality, mobile applications, web platforms and holograms are very useful for the development of learning; for this reason this research focuses on knowing the interest of the students of the Professional School of Mining Engineering in relation to the use of these technological learning systems. For this purpose, we used a survey as a measuring instrument based on the external variables of the Technology Acceptance Model 3 (TAM3) and the answers were based on the Likert scale; additionally, the processing and interpretation was carried out using the Statistical Package for the Social Sciences (SPSS). Relationships were established through the Pearson coefficient (r> 0). We identified the interest perceived by the students of the Professional School of Mining Engineering related the implementation and use of technological systems of learning, identifying weak variables such as the Subjective Standard, which refers to the need for ...
Immunotechnology, 2020
Pakistan has not developed its mining sector to its full potential. This is despite its quality mineral resources. Mining in Pakistan is mostly ‘artisanal’ and ‘small-scale’, and for this to change, the country must develop the skills to support a flourishing formal sector of significance in the twenty-first century. Pakistan has good quality universities with some of them already providing courses in mining. Building on this platform, NUST University approached the School of Mining Engineering at the University of the Witwatersrand (Wits Mining) in 2011 to start a collaboration that will result in greater sector benefit for Pakistan. The outcome of the discussions was to do capacity building for mining professionals in Pakistan at postgraduate and post-doctorate levels. The approach used was to identify university staff requirements to support a teaching, learning and research programme for a 21st century mining sector and then to match these with the qualifications of the lecturer...
Integration of MOOCs in Advanced Mining Training Programmes
The paper covers the concept of innovative approaches in education based on incorporating MOOCs options into traditional classroom. It takes a look at the ways higher education instructors working with the mining engineers enrolled in advanced training programmes can brighten, upgrade and facilitate the learning process. The shift of higher education from in-class to online format has changed the learning environment and the methods of teaching including professional retraining courses. In addition, the need of mining companies for managers of a new kind obligates high school retraining centres rapidly move towards the 21 st century skill framework. One of widely recognized innovations in the sphere of elearning is MOOCs (Massive Open Online Courses) that can be used as an effective teaching tool for organizing professional training of managing staff of mining companies within the walls of a university. The authors share their instructional experience and show the benefits of introducing MOOCs options at the courses designed for retraining mining engineers and senior managers of coal enterprises. Though in recent researches the pedagogical value of MOOCs is highly questioned and even negated this invention of the 21 st century can become an essential and truly helpful instrument in the hands of educators.
Mining Engineers Training: Case Study Method
E3S Web of Conferences
Currently, the minerals’ extractive industries are going through a deep technological modernization, with a characteristic expansion of international exchange of knowledge and know-how. The unification of the equipment used in open-pit and underground mining, the global spread of advanced mining technologies increases the importance of the linguistic competencies of mining engineers. At the same time, the specifics of training mining engineers is the uniqueness of situations in the extraction and processing of mineral resources, which actualizes the case study method in the training of mining engineers. The paper provides a description of the term «case study» and its basic characteristics and principles of application. The content is based on the authors’ own experience of mining engineers in case studies while teaching English. Some examples of case studies for mining engineering students studying English are presented. The paper notes the effectiveness of implementing case study ...
2023
The research aims to analyze empirical data concerning the competencies essential in the field of mining work, aligning them with industry needs, and assess the outcomes of the analysis in relation to the implementation of Mining Vocational Education and its curriculum, focusing on relevance to industry standards. The Delphi technique method was employed for this research, with participants including experts invited to the FGD forum, mining student alumni, students from the Faculty of Engineering at UNP, and representatives from the industry. Data collection utilized questionnaires and direct interviews. The research results substantiate the necessity for technical and managerial competencies, as well as other essential soft skills. It is emphasized that lecturers must possess teaching competence along with expertise in their respective fields. Additionally, industry collaboration with the educational sector is imperative. The findings underscore the need for the development of a Relevant Competence-Based Curriculum (MBKM), encompassing curriculum design, industry-aligned learning activities, tools for MBKM implementation, and effective socialization of MBKM. Notably, only 46.3% of students graduated on time, with 77.1% securing employment. Language proficiency was identified as a challenge, with 30.4% facing difficulties due to foreign language skills. Personality aspects were deemed crucial by 93% of companies, and the research indicated a high demand for practical learning experiences, particularly in the laboratory setting, at 85%. The overall Learning Experience Assessment yielded a score of 78%.