Unearthing a global challenge: Training and advancing geotechnical engineers in resource-rich developing countries
Tim Cartledge, Principal Consultant, Cartledge Mining and Geotechnics
When it comes to training and developing geotechnical engineers, the global playing field is anything but level. Natural-resource-rich developing countries face compounding challenges, extending from resources, facilitation of formal programs and funding, to talent attraction and retention, often with complex cultural systems also at play. Cartledge Mining and Geotechnics Principal Consultant Tim Cartledge explores this globally significant issue, with insights from Senior Lecturer Jannie Maritz from the University of Pretoria, South Africa.
Not all training and development pathways are equal. The road can be particularly rocky for geotechnical engineers in developing countries, where abundant richness in resources remains unmatched by the availability of formal courses and training facilities, experienced industry mentors and work opportunities.
Australian geotechs are fortunate to learn and work in a relatively mature industry with forward-thinking attitudes and approaches to safety, access to advanced education and resources, and suitable work opportunities to put their skills and technical experience into action and progress, too.
Through Cartledge Mining and Geotechnics’ global experience – in countries such as the Ghana, Indonesia, Kazakhstan, Madagascar, Uzbekistan, Saudia Arabia, Mongolia, Papua New Guinea (PNG), the Solomon Islands and South Africa – we experience the spectrum of challenges for training and developing geotechs in developing regions.
With a shortage of engineers coming through, a significant challenge exists to develop geotechs in these countries to help grow the discipline and create a thriving global industry.
Collective challenges are piling up
While there is no one challenge with the greatest impact, three main pinch points can be universally identified: infrastructure, competent facilitators and funding constraints.
According to University of Pretoria Senior Lecturer Jannie Maritz, infrastructure and resources are common problem areas. Many countries do not have formal geotechnical engineering programs and sometimes might also be teaching based on outdated resources.
This lack of quality formal programs coupled with insufficient training facilities results in companies scavenging for left-overs to subsidise a shortage of laboratories, equipment and even study material. Available material might have been written for a completely different setting, applied with developed countries’ technologies, which then lacks relevance to local conditions and application.
As Jannie points out, competent facilitators are also a key challenge. Traditionally, educating does not carry a large salary and knowledgeable, experienced geotechs end up earning more as part of the production line, rather than teaching.
He says it is true that not every engineer will be a great teacher as much as it is true that not every supervisor will be a good manager. Competence stands on two legs, practice and knowledge. The ability to convey that competence to a new recruit does not sit in everybody’s lap.
Developing countries also experience talent migration (aka brain drain) to other regions as local opportunities are limited and employment abroad becomes more accessible and attractive.
While this may seem a positive for more developed regions on the receiving end of eager talent, it leaves developing countries without depth of experience, unless geotechs who train abroad eventually return home to work.
As budgets in developing countries are often limited, Jannie observes that the lack of financial resources make it harder to invest in high-quality education. Training also takes time which, in this highly productive and output-driven society, presents a huge stumbling block.
The current global shortage of qualified geotechnical engineers further pressurises the environment, as the time it takes to train a new engineer varies substantially depending on commodity, mining method, location and rock mass, and environment.
Research and innovation opportunities can also be limited, leading geotechs to look further afield in pursuit of advancement.
Attitudes and approaches to safety may also differ between regions, with some countries placing little importance on the discipline, which can deter talent attraction and retention in the profession, when its value is low and the risks are too great.
Cultural factors can also present challenges, with some developing nations operating with a class system. The talent pipeline may be solid, however aspiring geotechs may be prevented from ever progressing in the field if they are not in the right social hierarchy.
Digging deep to make a difference
Improving developing countries’ training and education landscapes will not happen overnight, however that should not be a reason to avoid change.
It’s in an engineer’s DNA to fix problems, and where there is a challenge, there is always opportunity.
Jannie notes that facing and bridging the challenges are a mandate placed on the professional engineer to establish a robust and stable pipeline of skilled geotechnical engineers to ensure natural resources are managed sustainably and effectively.
While cultural systems, social division and attitudes to the importance of geotechs to the whole of industry are more difficult to solve, there are ways to address training and development challenges.
Infrastructure and resources
Partnerships between international institutions and investment into modern laboratories should be investigated.
With present-day access to large data models (generative AI), Jannie acknowledges that the sharing of knowledge is more achievable than in the past. Facilities need to be established to allow candidates to experience as much as possible in a safe environment, equipping them for the real world. This can include extended/virtual reality technologies, to experience a range of environments that may otherwise be inaccessible.
Field-based training and customised curriculum should be more widely included in service offerings which would target site and environment. Fundamental theory and principles would stay, however application would greatly change.
Earning while learning is also a proven model to help geotechs develop practical experience alongside technical knowledge. Wider adoption could boost the number of people entering the profession as they generate an income while studying.
Competent facilitators
Jannie says encouragement of and establishing knowledge-sharing between peers could be formalised through a train-the-trainer program. Here, geotechnical knowledge would be transferred between peers or in a more informal setting, with frequent events for experienced and aspiring geotechs.
Exchange programs and technical tours also enhance experience abroad, to bring back new skills and knowledge.
Incentive programs should be established by companies to retain their talent, reaching beyond just salaries to capture working conditions and career development opportunities in their value proposition for employees.
Funding constraints
Funding models exist in most countries, however awareness of or access to them are so cumbersome, these are seldom explored.
Jannie suggests a range of solutions, including public-private partnerships, and grants and scholarships whereby fund managers should seek ways to distribute the funds allocated to skills development within the sector.
Research initiatives should be promoted through universities, research authorities and the public sector to advance the fundamentals, however, roll-out and adoption of any new theories and technologies will also need scrutiny.
Incentives for invention as well as innovation should also be available to promote advancement.
Looking forward
In developing countries, while natural resources – and geotechs’ enthusiasm to learn and advance their profession – are plentiful, often the local industry is not mature enough to provide adequate support.
These regions are constrained by lack of funding, training resources, infrastructure and depth of local industry experience.
There is no silver bullet, however the success of developing geotechnical engineering worldwide lies not only in advancing technical expertise but also in collaboration, adaptability, and a commitment to sustainable practices.
With thanks to Jannie Maritz, Senior Lecturer, Department of Mining Engineering, University of Pretoria, South Africa, for his contribution to this article.
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