1	"Towards a Sustainable Global Minerals Education Infrastructure – The Way Ahead" Michael Karmis, Stonie Barker Professor Department of Mining and Minerals Engineering and Director, Virginia Center for Coal and Energy Research Virginia Tech, USA
2	Objectives and Outline Status of the Global Minerals Industry The Status of the Global Minerals Education Concerns, Challenges and Opportunities Revitalization of the Minerals Education Infrastructure SME Mineral Education Sustainability Task Force The Role of the Society of Mining Professors (SOMP)
3	The Status of the Global Minerals Industry Demand for Minerals (output/prices continue to rise!) Environmental Pressures and Demands Minerals Production and Sustainable Development Globalization of the Minerals Industry Privatization/Concentration of Mining Activities The Global Divide: Industrialized v. Developing Nations Large Producers v. Small/Artisanal Mines The Role of Industrial Minerals, Aggregates and Construction Materials Importance of Minerals Processing Need for a Multi-Disciplinary Approach to Mining
4	The Position of the Minerals Sector is Extremely Positive (October 2005): Copper consumption estimated to increase 5% and refined copper production 6.4% The spot market for gold has reached a 14-year high due to geopolitical uncertainties and the weak dollar - - demand greater than supply! Coal is expected to reach new production records, to keep pace with electricity demands and GDP gains - - coal prices record high this year and export markets reinvigorated The substantial budget increases of global exploration activities is the most significant indicators of the recent impressive performance of the minerals sector, and more importantly, of its positive outlook for the future!
5	Mining and Processing are Highly Dependent on Continued Technological Progress! Research must be continuously undertaken to meet the future technology needs of the industry. This was recognized in the MMSD (2002) process and the subsequent Toronto Declaration: –Research and technology are vital to this initiative [i.e. SD] if the mining industry is to keep or be granted a “social license” to operate Future technological advances require a significant infusion of public and private funds R&D programmes must be accomplished through cooperative efforts between government, industry and the various mineral schools around the world This requires viewing the traditional mining universities both as educational resources and as centers of excellence for the development of new technologies
6	The Issue of Man Power in the Minerals Industry/Community - A Crisis? Community-Wide Crisis Shortage at all Levels Regional/Sectoral Demographics Aging Work Force and Retirements Human Resources Development
7	The Role of the Modern Research University Preserve and maintain the basic knowledge Create new ideas, philosophies, arts and technologies Recruit and retain highly qualified teachers and researchers Educate/train post-baccalaureate and post-doctoral students Attract supplemental funds and other resources, equipment and facilities Transfer new concepts and technologies to industries and governmental agencies Foster the competitive position for national economies in the world marketplace Provide education in a “state-of-the-art” atmosphere Contribute to distributed education and “web-learning”
8	The Status of Global Minerals Education A minerals education crisis, or at least serious concern (there are good news later!) Some historic mining schools have terminated minerals programs The “survivors”, in both developed and developing countries, are under pressure and scrutiny Globally, minerals engineering programs represent a sub-critical mass of effort that, without adequate support, may deny the industry and the community technical and professional manpower within a few years. Numerous factors have contributed to this decline:
9	At the Undergraduate Level: Student recruitment and retention According to a survey, students offered the following reasons for lack of interest in the field: Image (a sunset industry!) Lack of professionalism Size and academic reputation of the discipline Job location Starting salaries Lack of career development interest by employers (students are “seeking a career not a job”)
10	Long Term Trends – Australia, USA, UK, S. Africa, CA (Davison, Rio Tinto, 2004)
11	At the Post-Graduate Level: The limited research funding by industry and government has been a serious threat to the sustainability of post-graduate programs Recruitment and support of qualified post-graduate students is competitive across fields Related disciplines with broader appeal, better funding and, possibly, more rewarding careers are successfully recruiting from the same pool. The opposite is not happening!
12	At the Faculty Level: The continuous decline of minerals education had a significant impact in the recruitment, retention and development of the “professorate” The staff issue becomes even more critical when looking at the demographics of the profession The vast majority of the academic staff in minerals programs is at the senior level, posing serious succession and continuity problems Since the post-graduate pipeline is also decreasing, a serious crisis is developing
13	The Positive Side!
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17	SME Mineral Education Sustainability Task Force – Some USA Successes! Vision: Promote sustainability of minerals education through improved collaboration between industry, academia and government Goals: Provide a forum for industry, government and educators to discuss long-term sustainability Attempt to develop a forecast of the minerals engineering and economic geology graduates Explore what government and industry can do to assist the minerals education programs Socialize the issue so all stakeholders can be a part of the solution Participants: - Industry - Academia - Government - SME
18	Career Path… Movement between sectors/attrition
19	Balance… Algorithm - 5% Growth Scenario
20	Education… Min Eng Faculty Demographics 13 (all remaining programs responding) 69 tenured or tenure track faculty members 24% expect to retire in next 5 years (approx time for current freshmen to graduate) Half expect to retire in next 10 years
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24	Conclusions of Self-Study We need to attract at least 3 times more students Recruiting students is the most critical sustainability issue Over 25% of the mining graduates choose other career paths – Why? We need 10 viable Mining Schools to ensure ABET accreditation and regional presence to the industry We need at least 10 new Ph.D.’s graduating each year in Mining Engineering to replace retiring faculty Ph.D’s with specialties in Ventilation and Mining Methods are most critical in the next 5 years Research funding is needed to ensure adequate numbers of faculty in areas of diminishing expertise “External” funding to support infrastructure $2 million/school/year Industry must play a prominent role in promoting minerals education to government leaders and academic administrators
25	Recommendations for Industry Select one or more mining schools to support and address sustainability issues Provide senior employees to school “Advisory Boards,” offer scholarships, internships and identify mentors Supply resources to mining schools to help them recruit new students Lobby State and Federal legislators, Regents, and University Administrators on the importance of keeping the remaining mining schools funded Use company lobbyists to explore Federal funding for mining schools as “strategic” to US Security
26	Some Success! Company Funding Federal (National) Lobbying Committee Emphasis for 2005/06 The Annual 2006 SME Program The 2006 Forum
27	Newmont and Mackay School of Earth Science and Engineering, UNR Newmont committed to supporting Mackay, an important source of talent to company’s “Social license” in Nevada Donation of $500k per year, for 5 years was developed jointly with the Director of Mackay, and includes funding for the following: Salary for a faculty in Minerals Engineering and the beginning of an endowment for this chair. Other Nevada mining companies have added to this endowment. Goal: $2 M Salary for a faculty to teach GIS Undergraduate scholarships and graduate research Undergraduate recruiting Student travel, labs, K-12 education, the minerals museum
28	The Energy and Mineral Schools Reinvestment Act (EMSRA) EMSRA provides funds for existing programs at accredited petroleum and mining schools, applied geology and geophysics programs EMSRA funds individuals for degrees in petroleum, mining engineering, mining geology, geophysics and mineral economics Approved by the House Committee on Resources and passed this month by the Full House. The Senate is next! What EMSRA does: Makes it national policy to preserve and foster the human capital necessary for National economic, energy and minerals security Declares that petroleum, mining, applied geology and geophysics schools, which produce the human capital are national assets, should be assisted with Federal funds Creates funding to maintain and encourage the growth of the energy and minerals workforce to meet the national needs Focuses on the exploration and production of energy and mineral resources
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30	A Way Ahead: The Global Role of the Society of Mining Professors/Societät der Bergbaukunde (SOMP)
31	The History of the Societät der Bergbaukunde The "Societät der Bergbaukunde" (Society of Mining Sciences) was established in Schemnitz by Ignaz Von Born in 1786 The first international professional/scientific society Membership included many notable scientists of the era (Sir Humphrey Davy) The Society developed branches and offices in 15 countries and, at its peak, listed 154 members After the death of Von Born in 1791, the Society begun to fold
32	The Society of Mining Professors/Societät der Bergbaukunde (SOMP) In 1990, in light of the imminent changes to European laws on degree recognition within the EU a new "Societät der Bergbaukunde" was re-established under the name of "Society of Mining Professors (SOMP)”. This initiative was lead by Professor Gunther Fettweis, who proposed the formation of the Society during the 150th anniversary of the Montanuniversität Leoben The SOMP was formed in 1990 with some 70 members, representing 39 mining faculties (or colleges) in 27 countries (mainly in Europe).
33	Original Agenda of the SMP Develop a common mining engineering curriculum: Comparison of 109 curricula from 96 universities in 49 countries Recommendations on minimum content for agreed subjects for establishing a basic curriculum Agreement on core subjects, while preserving time for “electives” and national identity Identify institutions, worldwide offering a degree in mining engineering 270 institutions in 84 countries!
34	Major SMP Initiatives Networking and Collaboration Annual General Meetings and Topical meetings Educational Programs European Mining Course (1996) European Geotechnical and Environmental Course (2004) Research Programs Public Outreach Programs SD and “The Milos Declaration” (2003)
35	A New Vision for the SOMP Global discussion to transform and position the Society of Mining Professors/Societät der Bergbaukunde as the premier voice of the academic minerals disciplines SOMP should be a vibrant global Society, representing the majority of minerals academics and should make a significant contribution to a sustainable future The main goal of the Society should be to “protect and guarantee the scientific, technical, academic and professional knowledge required to ensure a sustainable supply of minerals for mankind”
36	The New Objectives of the Society (SOMP, 2004) State: To ensure that university-based education at the highest level, in the minerals disciplines, can be sustained. To ensure that advancement through research, of the scientific and engineering knowledge in the areas of relevance to the provision of mineral resources continues. To establish a network of academics involved in achieving the above goals. To enhance the image of the minerals-producing industries, promote development of educational courses within these disciplines and foster pride in the disciplines. To establish and maintain ongoing contacts with the global mineral industry. To promote co-operation in education and research and identify co-operative opportunities.
37	Visit the SOMP at http://www.mineprofs.org/
38	“Minerals Community” Goal and Priorities in Revitalizing Minerals Education: Commitment of the global minerals community to encourage and support university-based education, at the highest level Recognition that research on the engineering knowledge for mineral production must be adequately supported Encouragement of the community in pursuing global academic networks that can work jointly and co-operatively Exploring new ways of learning, attracting non-traditional students and participating in distributed educational schemes Engagement with SD concepts and processes Involvement with SOMP to pursue a global vision and ensure that university-based minerals education can be sustained Addressing the issue of public image of the minerals-producing industries and fostering pride in the disciplines