The case for extending dedicated mining colleges

Tawanda Musarurwa

ARTISANAL and small-scale mining (ASM) in the country provides a vital lifeline for millions, directly and indirectly.

Statistics from Fidelity Gold Refinery show that small-scale producers delivered 18,6 tonnes of gold in 2023, compared to large producers who delivered 11,4 tonnes of the precious mineral.

But the sector is plagued by a lack of formal education and resources, leading to dangerous practices and untapped potential.

The country’s current mining education system may not be structured to support the existing mining configuration.

According to the Zimbabwe School of Mines’ enrollment statistics for 2022/2023, contained in the Chamber of Mines Zimbabwe’s 2022 annual report, only 25 students enrolled for the college’s small-scale mining course over that period.

For the same period, the college’s total enrollment stood at 1 141.

If one superimposes these numbers onto the local mining’s broader statistics, a disparity emerges.

Official data from the Chamber of Mines shows that the country’s mining sector accounted for 38 000 formal jobs and over 500 000 artisanal and small-scale miners in 2022.

This could indicate that bulk of players in the sector may be operating without any formal training.

While artisanal and small-scale miners are significant contributors to the country’s mining output, especially in the gold subsector, the lack of formal training could be a causative factor to mining accidents and environmental damage.

A 2020 study titled “A Systematic Review of Artisanal and Small-Scale Mining: Impacts in Alleviating Poverty in Africa,” has pointed to significant limitations in the ASM sector.

“ASM activities are poorly carried out due to non-existent technical capacities,” reads part of the report.

“As a result, full advantages of the overall value of the resources are not gotten while, at the same time, consuming other resources such as forest, land and water, which are essential to livelihoods and food security.”

These capacity limitations have also endangered lives.

Earlier in January, Zimbabweans breathed a sigh of relief when 15 miners who had been trapped underground at Redwing Mine in Penhalonga, were rescued.

Previous accidents have been disastrous.

In February 2019, 28 artisanal miners lost their lives in flooded shafts at Silvermoon and Cricket 3 mines in Battlefields, Kadoma.

In November 2020, dozens of artisanal miners perished at Ran Mine in Bindura after the mine collapsed.

What is particularly shocking about the Ran Mine incident, is that the collapse happened after some of the miners had displaced a central mineshaft pillar with an explosive.

While formal education and training may not eliminate accidents in the artisanal and small-scale mining sector, they may help drive the adoption of safety and environmental best practices in the sector.

Said Economist and chief investment and research officer with Nivteil Capital Mr Malvin Chidzonga:

“By providing formal training and employment alternatives, well-regulated mining schools can help curb unsafe and environmentally damaging artisanal mining activities.”

Mr Chidzonga said establishing dedicated mining colleges can have wider benefits for the mining sector and economy at large.

“By establishing dedicated mining colleges, Zimbabwe can unlock the true potential of its mineral wealth and embark on a sustainable development path,” he said.

“A skilled workforce, empowered by knowledge and innovation, will not only drive economic growth but also ensure responsible and equitable utilisation of its resources for the benefit of present and future generations.”

Presently, key educational institutions in Zimbabwe’s mining industry include the Zimbabwe School of Mines, the Zimbabwe Diamond Education College, the Institute of Mining Research, universities and polytechnics.

In August 2022, the Midlands State University (MSU) in partnership with the Zimbabwe Mining Safety Health and Environmental Council (Zimshec) introduced a short course on safe mining methods, health and safety, and environmental sustainability for artisanal and small-scale miners.

While the MSU-Zimshec initiative has a special focus on artisanal and small-scale miners, a model whereby mining colleges with a special focus on the ASM subsector are established in each of the country’s ten provinces, would have greater impact in the long-run in addressing the limitations of artisanal and small-scale miners.

The extent of Zimbabwe’s ASM industry is vast.

Artisanal and small-scale miners’ representative organisation, the Zimbabwe Miners Federation (ZMF) claims to represent 1,5 million miners across the country.

In an interview with The Sunday Mail, ZMF president Ms Henrietta Rushwaya said: “ZMF currently solely relies on the Zimbabwe School of Mines for skills training.”

While mining programmes offered by the Zimbabwe School of Mines, the Zimbabwe Diamond Education College, the Institute of Mining Research, universities and polytechnics are important, they are likely to be limited to the extent that they address the needs of the majority of players in the ASM sector.

For instance, many universities’ mining undergraduate and graduate programmes focus on complex mining issues and have high entry requirements.

Without expanding colleges that focus on the unique challenges and opportunities of ASM, Zimbabwe risks leaving this critical sector in the hands of the uninformed and the untrained—squandering both lives and livelihoods in the process.

Wider benefits

But even beyond the lack of dedicated educational facilities for artisanal and small-scale miners, observers say the broader mining sector can benefit from superior educational institutions.

In a 2016, a study titled ‘In-depth training needs assessment survey in the Zimbabwe mining sector’, the Zimbabwe Economic Policy and Research Institute (Zepari) called for the establishment of a centre of excellence for minerals industry.

“The minerals sector tends to be knowledge-intensive and accordingly needs ‘priming’ through investment in human resource development, and research and development.

“Zimbabwe is currently churning out high quality of graduates, but the level remains at the knowledge tier,” reads part of the study.

“The center can avail a platform that extends education beyond basic degree and produce adaptable, multi-skilled creative labour, at the same time carrying research relevant to the needs of the country and disseminate research findings.”

Zimbabwe’s mining sector plays an important role in the economy, accounting for around 12 percent of the country’s gross domestic product and 80 percent of national exports.

As the country seeks to bolster its economic prospects – with Government targeting an upper-middle income status by 2030 – it is becoming increasingly clear that a dedicated push towards specialised mining education is not just desirable, but essential.

Rethinking mining education in the country could help to unlock the true value of this critical sector.

Establishing specialised colleges dedicated to artisanal and small-scale mining could transform these grassroots operations into a driving force for the economy.