Educating the Future Mining Engineering Practitioner
R Webber-Youngman, R Callaghan

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.