As Africa’s mines prepare for deeper digital integration, University of the Witwatersrand’s (Wits’) School of Mining Engineering professors, lecturers and leaders report that the sector’s competitiveness will depend on a skills pipeline that understands fast-moving technology.

The School of Mining Engineering will play a major role at the Investing in African Mining Indaba 2026, having partnered to sponsor and expand the Young Professionals Programme, aiming to strengthen youth access and skills development in the sector, and becoming the initiative’s first-ever academic sponsor.

Modern mining needs graduates who combine strong engineering basics with emerging digital competence – a mixture that school head Dr Paseka Leeuw says is becoming essential as rapid technological progress places new demands on young professionals who must turn digital tools into operational value.

“Mining is a key consumer of technology. Operations are integrating new systems all the time. The more we expose students to applied technology, the stronger their practical skills become,” he says.

Building on this view, Leeuw explains that digital systems now guide many decisions on mines, leading to the Wits School of Mining Engineering placing a strong focus on data interpretation, process optimisation and the use of information for mine planning. This, he adds, prepares graduates for workplaces where digital literacy is essential.

To support this, Leeuw says the school maintains close contact with mining operations.

“We work with mining companies to ensure that students understand real operational environments. This exposure helps them contribute to research and innovation once employed,” he says.

Industry partners also gain value from many postgraduate insights.

This industry-linked approach shapes the school’s academic design, explains School of Mining Engineering research and innovation lead Professor Bekir Genc.

He explains that the institution aims to develop strong problem-solving skills because the mining industry expects high analytical ability.

“As a result, programme structure follows strict accreditation criteria from the Engineering Council of South Africa,” says Genc.

“Our goal is to equip students to think creatively about mining challenges. The school gives them solid scientific grounding and encourages innovation in safety, productivity and resource use,” he explains, adding that this foundation supports the school’s growing research output.

Leeuw notes that postgraduate work drives much of this innovation, with more than half of related projects addressing issues raised directly by mining companies.

The school collaborates with research bodies such as the Mandela Mining Precinct and the Council for Scientific and Industrial Research, he adds, highlighting the role of external partnerships in expanding research capacity.

Further strengthening these links, Wits School of Mining Engineering lecturer and mining engineer Ohveshlan Pillay, who focuses on rock engineering, says academic staff work with industry professionals to enhance teaching quality.

“External examiners and industry experts take part in assessments and often lecture with us,” he says, adding that students also gain from active ties with professional bodies.

“The South African National Institute of Rock Engineering hosts several technical events each year, including one at the [Wits School of Mining Engineering]. These events expose students to current industry issues and help them build networks,” says Pillay.

According to Pillay, many postgraduate projects hold direct value for mining companies, with some leading to journal publications and, in certain cases, immediate operational gains.

He concludes that a strong, technology-ready skills base will be vital as the sector prepares for this year’s Investing in African Mining Indaba, where digital capability and innovation are expected to feature strongly.