By James Sorahan, Executive Director, Minerals Council of Australia Victoria
Tackling workforce shortages is a key priority in mining, and school-to-industry programs are working to educate and inspire the next generation to pursue careers in the industry.
In the words of a 16-year-old regional Victorian student: “I never knew a job like this existed.”
This admission was made when the student was given the opportunity to meet a metallurgist on a visit to the Stawell Gold Mine. The visit was made possible through the Minerals Council of Australia (MCA) Victoria’s career immersion program.
The program, which commenced in 2022, takes secondary school students from regional communities to operating mine sites to learn about the diverse range of careers on offer in the mining industry and future jobs in the sector.
Since the program’s inception, more than 700 students from 30 schools have taken part and have visited Victoria’s mines.
Shaping perceptions
Research into mining career perceptions has shown that approximately 40 per cent of secondary school students have limited knowledge of the mining industry.
A recent Australian Mining and Automotive Skills (AUSMASA) survey into Gen Z’s perceptions of mining found that 73 per cent of young people think mining does more harm than good to the world. The survey findings also indicated that less than half of respondents consider mining to be important for a modern lifestyle and standard of living.
The MCA said that these results demonstrate an example of perceptions not meeting reality, and that it is up to industry to change this.
A common refrain of teachers is that ‘you can’t be what you can’t see’ and the career immersion program aims to address this head-on in an industry which suffers from misconceptions.
The program encourages young people to consider a career in mining at a critical stage of their secondary school life, providing information on the pathways to jobs in mining by facilitating meetings with workers, from engineers to metallurgists and geologists to drillers.
The vast range of jobs in mining is an important realisation students take with them. No matter the interests of a young person, there is almost certainly a role for them at a mine site.
Taking steps onsite
The typical field trip to a mine starts with a safety briefing from health and safety officers onsite. This also gives workers an opportunity to emphasise the importance of safety in mining and the qualities required for people interested in working at a mine site.
Students then have the chance to meet employees in their workplaces – from diesel mechanics in the mine workshop, to engineers in remote operations rooms discussing technology used in mining, and environmental scientists offering insight into rehabilitation work. A visit to the mill is always an important part of the tour, giving students the chance to meet metallurgists and be wowed by the science in mining. From there, it’s off to the core shed to hear from geologists.
From apprentices to mine managers and everything in between, students return to their schools and families with a new perspective on mining: a distinct contrast from the typical Victorian school visit, panning for gold at Sovereign Hill.
Each employee students meet tells the story about their pathway into mining, and the diverse range of ways to enter mining always surprises students. It helps that mining is the highest paying industry in the country, but students are equally interested in environmental initiatives and modern mining practices.
The program has had enormous support from regional schools who are eager to give students real life exposure to regional industries. Teachers are also able to gain knowledge to share in future years. This is a critical component of the program – to support careers advisers, science teachers and Vocational Major teachers and teach them about the jobs and pathways that they can then pass onto students.
The program has led to some direct jobs and an abundance of work experience follow-ups. Agnico Eagle’s Fosterville Gold Mine employed a young woman after the first visit to the mine through the program in 2022. The young woman in question is now a diesel mechanic apprentice in the light vehicle workshop with a bright future ahead.
A new approach
The field trips form part of a wider career awareness program the MCA has implemented in recent years, including a dedicated mining careers website, videos and career resources such as the Mining Careers Guide and 30 Things booklet, which shines a light on the everyday items the average person uses that are full of minerals sourced from mining.
This career awareness program is important to support schools, empower young people and provide information about modern mining, which values responsible practices.
Attendance at career days across Victoria and visits by NRL Melbourne Storm star and former mining electrical apprentice, Josh King, complete the full suite of support the MCA provides Victorian schools to inspire and inform students about their career options.
Why is this so important in Victoria?
Not only is mining a huge employer Australia-wide, with more than 300,000 working in the industry, Victoria’s mining sector is set to grow with new mineral sands and rare earths mines nearing the approvals stage, which will require hundreds of workers in rural areas.
In addition to this is the growth in Victorian mining in recent years. The success of the Fosterville Gold Mine – now Bendigo’s fourth biggest employer – Australia’s only antinomy mine at Costerfield, operated by Mandalay Resources, and the reopening of Stawell Gold Mine in 2019 has seen Victoria produce more gold now than it has for the last 100 years.
There is more work to do to expand pathways for young people interested in mining in regional Victoria in particular. The lack of mining-related courses to point young people to is a frustration felt across the industry.
MCA Victoria has received support from the Victoria Skills Authority to develop a unique new ‘course in mining pathways’ that has been accredited by the Victorian Registration and Qualifications Authority. The next step is to pilot the course, with the Mildura and Swan Hill-based SuniTAFE leading the roll out in time for new Victorian mineral sands mines being constructed in the near future.
It is also essential that courses relevant to local jobs are offered by regional TAFEs, but MCA Victoria said the system is clunky and slow to respond to future workforce needs given the costs associated with putting new courses on scope.
Industry leading the charge
According to MCA Victoria, mining has work to do to improve perceptions of mining and increase inclusiveness and diversity in the mining workforce. This is especially critical because mining employment is growing – now at almost 300,000 jobs – and with the need for more minerals in modern technology, the world will need more workers in mining.
Inspiring the next generation is a key priority and this starts with young people’s circle of influence – their parents, careers advisers and teachers. Without a pipeline of students coming out of secondary school, university courses in mining engineering, geology and metallurgy will continue to face enrolment challenges.
It is up to industry to lead the way and engage with schools.
According to MCA Victoria, the state’s mining industry understands its role in supporting schools and building awareness of great mining careers. Agnico Eagle, Mandalay Resources, Stawell Gold Mines and Ballarat Gold Mine have all hosted extremely informative tours. The experience has been rewarding for mine employees who are proud of the industry and keen to support the next generation of mining workers.
Through the MCA Victoria career immersion program, it is hoped that young regional Victorians will have their eyes opened to careers they never thought about that can provide good jobs close to home or take them around the world in the global mining industry.
Featured image: Students on a school visit investigate a haul truck at Agnico Eagle’s Fosterville Gold Mine.
Images: James Sorahan
