Increasingly, consideration is being given to the nominal `outcomes' of
degree courses in engineering, including mining engineering. These are
concerned not only with knowledge and technical understanding but also
with capabilities in the professional application of engineering principles
to problem solving, multi-disciplinary teamwork, communication and
life-long learning. This paper discusses concepts of education,
professional formation and training and the associated development of
competencies in applying knowledge, understanding and technical
insights and skills to new situations. In developing guidelines on
preferred attributes and competencies in graduate mining engineers, a
survey was conducted of a range of industry personnel involved in
selecting graduate mining engineers. The results not only clarified the
spectrum of competencies sought but also provided valuable detailed
views to assist in defining a mining engineering curriculum. Considering
a greater concern with the development of more `well-rounded' graduates,
the implications are discussed with regard to teaching and assessment
activities and the time demands on academic staff when a `coaching' role
is emphasised. In line with international and Australian moves in
engineering education, notions on education of mining engineering
graduates in Australia are under review. The results will provide
continuing challenges to all involved.