Tertiary terra firma: How universities can support the next generation of geotechnical engineers

The next generation of geotechnical engineers globally is facing a raft of challenges – with training, competency requirements and regulations across regions, as well as emerging technologies, all at the top of that list.

Changing with the times is key, says University of Pretoria senior lecturer Jannie Maritz, who explains how South Africa’s tertiary institutions are making inroads into educating and empowering geotechnical engineers for sustainable careers in mining and other streams, now and into the future.

The past few years have been challenging for universities across the board, around the world.

As the globe spins out of the pandemic’s shadow, the spotlight is once again on the resurgence of education, and the field of mining engineering, like many others, is emerging battle-worn yet full of promise.

While interest in mining engineering as a career has been diminishing globally – with various university faculties closing or considering doing so – a shift in perspective can help fortify our field. Demand for minerals worldwide is also showing no signs of slowing down, boosting career prospects for those wishing to study now.

Specialisation in geotechnical engineering, both in the mining and civil industries, could create interest among a new generation of engineers.

To harness this interest and keep the pipeline of talent to the industry flowing, the focus on education is clear. Along with undergraduate training, emphasising and supporting lifelong learning and re-skilling must be a priority, as well as standardising competencies and qualifications, all while embracing rapidly advancing technology.

Levelling the playing field on qualifications

South Africa relies heavily on mining, with platinum group metals, gold, coal and iron ore, making up 80 per cent of the country’s mineral exports.

In South Africa, mining legislation requires a “competent person” to advise the legally appointed manager of a mining operation with regards to safe extraction. 

The Mine Health and Safety Act (1996) defines a “competent person” as a person who passed an industry-recognised certificate issued by the Minerals Council of South Africa with the technical input of the South African National Institute of Rock Engineering (SANIRE). 

This means the competent person appointed could have a variety of formal educational levels, depending on when and where they trained and entered the profession. Some may have a senior school certificate with no tertiary qualification, while some may hold a Masters or PhD, typically in mining engineering or geophysics. 

Obtaining “competent person” status comes down to having some operations experience and passing the ticket, with specific schooling not necessarily required.

The concern here is, any other person wishing to be appointed or recognised should complete this certification, regardless of any other formal engineering or science tertiary qualification.

To level the playing field, the South African industry embarked on the long and tedious process of redefining the definition of a competent person in the geotechnical discipline and registering a formal qualification equivalent to a three-year diploma. 

Although not yet finalised, when it is, this will in future allow individuals from other countries and with other qualifications to be appointed, without the Minerals Council Certification, as they will be deemed a “competent person”. 

Tertiary educational institutes are perfectly geared towards offering knowledge and practical modules of this engineering qualification. 

As part of such a program, workplace-integrated learning could bridge the gap between theory and practice, producing a well-rounded, educated engineering practitioner.

Technology to future-proof our field

With any increased demand must come appetite to grow and embrace new technologies.

On the back of rising need, the use of technology in the industry broadens horizons in the application of disruptive technologies, such as LiDAR scanning, Remote Experts, Artificial Intelligence (AI), machine learning, Virtual and Augmented Reality (VR and AR).

The mining industry in South Africa already extensively uses VR technology. The exploration of VR in production is a new pursuit and the industry is looking to expand beyond, into AR and even mixed reality (MR). As such, the next generation of geotechnical professionals should be equipped with a common understanding of how these technologies can be used within their respective contexts. 

The University of Pretoria (UP) is leading the charge on this, and is pursuing a complete exposure and training program within the Faculty of Engineering, Build Environment, and Information Technology.

At the University of Pretoria, the Department of Mining Engineering is spearheading the initiative with the technical assistance from Koos de Beer, an XR specialist in immersive learning. With the Kumba Virtual Reality Centre (VRC) located in the department, the facility is being functionally expanded into a training space. This will allow Mining Engineering and other geotechnically focused programs to utilise the space for training their students. 

The initiative at UP is also looking to establish a space inside the Mining Study Centre where students can be exposed to various extended reality (XR) technologies (XR is the collective term for VR, AR and MR).

This space will allow students and staff to familiarise with the technology in a no-pressure environment, developing literacy and application skills. This will allow for the integration of XR technology into their programs and create a more immersive teaching environment. In the words of Koos de Beer: “People will start seeing the application of the technology in their field the more they get exposed to it. Much like the use of touch screens compared to using the mouse.”

As one of South Africa’s largest tertiary institutions, the University of Pretoria is committed to changing with the times and utilising new technology to attract young and aspiring mining and geotechnical engineers.

The world’s hunger for minerals will only exacerbate the need for future mining professionals.

To support this demand, universities must adapt to the times through understanding and using technology that speaks to the new generation, to nurture their engagement in education and ensure that the supply of skills for the world’s mineral mining hunger is maintained.

Image source: XRi research and development, Department of Mining Engineering at University of Pretoria. 

Image source: XRi research and development, Department of Mining Engineering at University of Pretoria.