Course e Summ mary & A Annual R Report F FEMP 2 011 - 20 012

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Course Summary and Annual Report FEMP 2011 - 2012 Industrial members discussions future FEMP Prior to the FEMP Industrial Advisory Board Meeting a dinner for the 35 industrial representatives was hosted by Barrick Gold Corp. on Thursday evening 3 November 2012 in Mons. During the dinner the industrial representatives discussed amongst each other the future development of FEMP, after Erasmus Mundus will be finished. This was the basis for the break-out session which was held the next day. During the IAB meeting of FEMP on 4 November in Gosselies, the 35 industrial representatives were asked to discuss in small groups 5 questions regarding requirements for a revised and improved FEMP program. Following is the summary of the recommendations by the groups. 1. What skills will be required for mining professionals in the future? Regarding hard skills emphasis should be put on greater incorporation of technology in underground mining with focus on rock mechanics, ventilation, equipment and the use of IT. The soft skills will have to reflect the international and multi-cultural environment in which the professionals will be working. They should have a good ability to ccommunicate and speak different languages and work in teams. They should also be mobile and flexible, have intercultural abilities, social responsibility, a good feeling for economics and finance, community and stakeholder relations, deal with environmental issues and have strong leadership / managerial skills. Subjects dealing with logistics, supply chain and materials management, risk management and HSEC should be dealt with. 2. What would the future program design look like? The program should have a two year curriculum and include a compulsory internship, or have a co-op structure. Industry should guarantee sufficient places for internships. The program should cater to European and non-European participants. Industry should be more integrated into the program regarding teaching specialties and by offering projects. Students should have frequent contact with the industry. Two types of programs should be made available (MSc and MBA). There should be high standard entry and selection criteria for the students. Teaching should be of excellent quality by academics from high ranking universities. The degree should be a FEMP degree, not a degree from one single university. 3. What criteria should be applied to the selection of future candidates? Selection of students should be based on broad criteria including grades, extra-curricular activities, communication skills, languages, motivation, leadership potential, team players, intercultural abilities. They should have a holistic attitude. 4. How should the program(s) be funded to ensure quality, quantity, sustainability? Funding needs to come from member companies and should be tiered with industry privileges for higher level tiers. Industry can also have greater impact, aside from funding, industry professionals could for example participate in lectures as support in kind. 5. What are critical success criteria for the future program, how will we know it is working and sustainable? The program should have a very high international reputation to educate the best and brightest students for the mining industry. It should change from European to International recognition with its own degree. There should be feedback to the program from Industry how students are carrying out internships and thesis projects. Graduates should give feedback how they are progressing in their careers. Their successes should be highlighted 01/08/2012 page 14 of 38
Course Summary and Annual Report FEMP 2011 - 2012 Between December 2011 and March 2012 a “Conceptual vision” and plans for the next milestone were developed: The following points were included: ‐ Define the minimum knowledge level of graduates of the participants of the program and determine the selection criteria. ‐ Define the “end terms” of the program o Educate the future leaders of the trade who: � Understand the state of the art � Understand the challenges for the future � Understand the boundary conditions (restraints) � Can move the trade further o Educate the “operations” � Upstream technology � Downstream technology � Safety � Economics � Risks � Environment � Projects o Train the use of engineering knowledge � How to formulate questions � Know what you don’t know � In an autodidactic way with emphasis on communication Continuation: The next steps are: ‐ Define a (flexible) framework for the program regarding contents. ‐ Define the various teacher skill bases. ‐ Determine the locations where the students will reside, based on a 2 year program with periods of 1 semester instead of the current 1 year program with 2 months periods. Teachers (university and industry) might have to travel in some cases. ‐ Get an agreement on the contents and structure of each of the three options of the program. The Draft Education and Business plan will be presented at the Annual meeting on 26 October 2012. 01/08/2012 page 15 of 38
Page 1 and 2: Coursee Summmary & AAnnual RReport
Page 3 and 4: CONTENTS Course Summary and Annual
Page 5 and 6: Staff Unniversity RWTTH, Aachen TTU
Page 7 and 8: Courses offered in 2011 - 2012 Cour
Page 9 and 10: Course Summary and Annual Report FE
Page 11 and 12: Annual mmeeting and rreunion 20111
Page 13 and 14: The mainn goal is to sstrengthen th
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Page 19 and 20: 01/08/20012 Course SSummary andd An
Page 21 and 22: Compannies supportting FEMP wwith e
Page 23 and 24: PERSONAL IMPRESSIONS EMC 2011-2012
Page 25 and 26: will prove of great importance in t
Page 27 and 28: Pawel Kalka - Wroclaw University of
Page 29 and 30: PICTUREES 01/08/20012 Course Summar
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Course e Summ mary & A Annual R Report F FEMP 2 011 - 20 012

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