Significant developments in future mining systems, technology and best practices are emerging that are driven by issues relating to human resources, competitiveness, environmental and social responsibility, within the dynamics of globalisation. It is proposed that the definition of the role and attributes of the mining engineer in the mine life cycle needs to be viewed more holistically in the face of increasingly more diverse and complex responsibilities. These developments are motivating the need to consider a fresh approach to mining education and training at all levels for industry._x000D_
A growing diversity and complexity of professional responsibilities is extending the mining engineer's broadly based skill set and reinforcing the need to play a central role within increasingly interdisciplinary teams. On the other hand, the imminent new technologies that will transform the mining process are prompting the assumption that more focused and specialised skill sets will be needed. A way forward is suggested that would first define a blueprint for the future mine, as an attempt to characterise the systems architecture, processes and organisation of the next generation mine. This can be the basis for assessing the nature of the workforce and distribution of responsibilities, from which can be inferred the skills and training requirements. In the context of the mining engineer, the paper explores how understanding such future requirements will enable more proactive development of a strategy for educational development. The paper then concludes by considering issues and lessons learned from some recent mining educational development initiatives underway in Australia and Canada that are shaping significant change._x000D_
FORMAL CITATION:Scoble, M and Laurence, D, 2008. Future mining engineers - educational development strategy, in Proceedings First International Future Mining Conference and Exhibition 2008, pp 237-242 (The Australasian Institute of Mining and Metallurgy: Melbourne).