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Misael Cabrera is the David and Edith Lowell Chair and Director of the School of Mining and Mineral Resources at the University of Arizona. He previously served as Director of the Department of Environmental Quality for the state of Arizona. Bill Zisch is the J. Steven Whisler Head of Mining Engineering Endowed Chair at the Colorado School of Mines. He is a former mining executive having previously served as Chief Operating Officer at Argonaut Gold.
In an era defined by rapid technological advancement, rising global tensions, escalating environmental concerns and the quest for sustainable energy, our nation’s future hinges on strategic investments in the critical minerals sector. Minerals are the foundation of modern technology — powering defense systems, medical equipment, infrastructure, microprocessors, transportation, and energy, particularly green energy. However, in the pursuit of critical mineral independence, perhaps our most crucial resource is a skilled mineral workforce.
The International Energy Agency estimates that by 2040 the world will need 42 times more lithium, 25 times more graphite, 21 times more cobalt and 19 times more nickel compared to 2020 to meet the demand for clean energy technologies. Similarly, the Department of Energy’s 2023 Critical Materials Assessment underscores copper’s pivotal role in the energy future, predicting that the United States will need to double its copper production in the next 30 years. This challenge is compounded by the scarcity of economically viable deposits, the lengthy process of characterizing, permitting and developing new mines, and the pressing need to sustain a skilled mineral workforce.
Bridging the mining talent gap
With the demand for skilled professionals in the mining and engineering fields far outpacing the supply of graduates from educational institutions, the nation faces a critical question — how do we educate and prepare a workforce that is capable of meeting the complex demands of a sustainable, increasingly tech-driven mining sector?
Currently, there are only 14 mining engineering programs in the U.S., down from 25 in 1982. Last year, these programs collectively enrolled 590 undergraduate students, graduating fewer than 200 — far short of the industry demand for 600 new mining engineers annually. At the same time, it is estimated that half of the U.S. mining workforce, about 220,000 people, will retire by the end of the decade. The current talent pipeline is insufficient to replace these experienced professionals in mining engineering and related disciplines.
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Making mining modern and marketable
To expand the minerals workforce, mining schools are presenting a compelling vision for the future of mining that aligns with students’ sense of purpose, community engagement, environmental stewardship and social impact. This vision also emphasizes an increasingly high-tech industry, which utilizes autonomous machinery, AI, real-time data analytics and environmental monitoring systems. These innovations not only boost efficiency and sustainability but also help shift public perception of the mining industry, making it more attractive to future engineers and scientists passionate about technology and environmental stewardship.
For example, streamlined permitting processes combined with digital advancements can make project evaluations more efficient, allowing responsible and viable projects to move forward more quickly while reducing bureaucratic overhead. Widespread adoption of these techniques will ultimately boost production capabilities and demonstrate to prospective students and professionals that the mining industry is centered around agile and smart problem-solving. These developments help make mining an attractive career choice for those eager to make a tangible impact on the world’s energy and environmental challenges, highlighting the sector’s evolution and its role in advancing global sustainability goals.
Educational institutions are integrating these technologies, along with social and environmental priorities, into their curricula, offering hands-on experiences that reflect the modern mining landscape and better prepare students for the workforce. For instance, the University of Arizona offers courses like “Machine Learning for Mining Applications” and “A Balanced Future: Sustainability and Minerals.” Similarly, the Colorado School of Mines mining engineering curriculum includes courses on waste management, water management and mine closure, as well as courses on community engagement and responsible mining. These courses are designed to prepare students to integrate science and engineering with the social and environmental impacts of mining on communities.
Legislative levers for educational reform
Recognizing the importance of critical minerals for a more sustainable and secure future, the U.S. government has intensified its support for responsible mining and its workforce. This spring, the House of Representatives established the Critical Mineral Policy Working Group to prioritize the domestic mineral supply chain, including workforce development. Similarly, the Senate has held several hearings on critical minerals, including a Senate Subcommittee on Employment and Workplace Safety hearing focused on strategies to develop a skilled workforce. Perhaps most encouraging was the recent unanimous Senate passage of the bipartisan Mining Schools Act, designed to bolster mining education to meet national and global mineral demand.
The Mining Schools Act aims to enhance and modernize mining and engineering education through grants for recruitment and incentives for research and innovative technologies, making the field more dynamic and appealing to students. Additionally, it calls for strong public-private partnerships and strategic collaborations through a Professional Development Advisory Board to improve training quality and relevance. These public-private partnerships ensure that educational programs align with workforce needs, preparing graduates for the challenges of modern mining.
Amid a clean energy revolution and a precarious geopolitical landscape, effectively bridging the educational gap in mining and engineering is pivotal for securing America’s technological and environmental future. Continuous investment in innovative educational programs, reinforced by strong public-private partnerships, is essential. As the demand for critical minerals escalates, we call on Congress to prioritize the passage of the bipartisan Mining Schools Act, developing the workforce pipeline to ensure that the U.S. leads the global charge toward a sustainable, prosperous and secure future.
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Publish date : 2024-10-15 03:22:00
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