The role of education and workforce development in mine closure

Authors: Boggs, G; Dejkovski, N; Hughes, Z; Measham, T; D'Urso, J Download Paper Open access courtesy of:

DOI https://doi.org/10.36487/ACG_repo/2515_24

Cite As:
Boggs, G, Dejkovski, N, Hughes, Z, Measham, T & D'Urso, J 2025, 'The role of education and workforce development in mine closure ', in S Knutsson, AB Fourie & M Tibbett (eds), Mine Closure 2025: Proceedings of the 18th International Conference on Mine Closure, Australian Centre for Geomechanics, Perth, pp. 1-10, https://doi.org/10.36487/ACG_repo/2515_24



Abstract:
Closing mines and the transitioning assets, land and communities into post mine futures requires diverse technical and other knowledge and skills in order to implement cost-effective solutions that meet regulatory requirements and community expectations. Yet, education and training options for mine closure have emerged on an ad hoc basis and not responded in a systematic approach to address evolving and growing workforce needs. However, the process of mine closure involves navigating the rights, interests and obligations of and to a range of different groups, including Indigenous landholders, regional communities, government actors and others. Working together requires all those involved in the process, or impacted by decisions and opportunities, to access leading knowledge and skills. A strategic review of education and training for mine closure and transitions commissioned by CRC TiME highlighted the current gulf of training options across different priority cohorts. Of particular interest is the absence of a nationally consistent training and education framework despite mine closure and transitions affecting people, communities and industry in every state and the Northern Territory. This paper explores key findings of the strategic review and presents lessons from a suite of education and training programme developments. This includes development and delivery of a mass open online course on the Foundations of Mine Closure and Sustainable Transitions, and support to understand the needs of First Nations people and organisations with the view of developing a suite of vocational education and training (VET) options. The paper identifies developments in training and education options and future directions to broaden access across four priority cohorts when considering needs across actors critical to enabling post mine transition.

Keywords: post mine transitions, education and training options, higher education, vocational education and training, First Nations, industry, stakeholder capability development

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