The University of Queensland (UQ) has launched skill development courses for mining professionals in Argentina, marking a significant step in promoting safer and more sustainable mining practices across Latin America.
Through the Australian Government Department of Education funded initiative in transnational education, UQ has worked with government to deliver the courses in Spanish, and highlight Australia’s leadership in transnational education.
The pilot program, designed to enhance safety, sustainability, and workforce capacity in the mining sectors of Argentina and Chile, features four tailored courses:
- Fundamentals of Mine Safety
- Environment and Sustainability in Mining
- Confined Spaces and Safe Work at Heights
- Fundamentals of Autonomous Mining Operations
These courses are delivered collaboratively by UQ International Development, the Sustainable Minerals Institute (SMI), its Chile-based Centre of Excellence SMI-ICE-Chile, UQ Skills, National Institute of Professional Training of Chile (INACAP), and the Catholic University of Salta’s Institute for the Development of Sustainable Mining (IDeMiS).
Building safety leadership
Leading the mining safety course in Argentina are Rocío Núñez, a safety and health researcher at SMI-ICE Chile, and Professor Maureen Hassall, Director of SMI’s Industrial Safety and Health Centre. The course equips participants with practical skills in workplace health and safety (WHS), risk management, and emergency response.
“The content proved to be highly transformative – it opened many minds and is expected to help people view risks differently, which is particularly important in the Argentinian context,” Núñez said.
As part of the pilot, UQ is building local training capacity through a Train-the-Trainer model. Núñez praised the adaptability of the trainers: “The content was new to them last week, and they were able to present it very confidently. This will change the reality of mining in Argentina. I believe this is how we bring fatalities to zero.”
Train-the-Trainer impact
Néstor Valdivieso, Head of the Degree and Technical Program in Hygiene and Safety at Work at the Catholic University of Salta, was among the first cohort of trainers. He joined the Train-the-Trainer program in November 2025, embracing new approaches to risk prevention and international safety standards.
“Training is a process of continuous improvement,” Valdivieso said. “In workplace risk prevention, updating knowledge means consistently refreshing understanding and behaviours."
Valdivieso described the course’s impact as profound. “It blew my mind because it made me see risk differently. We often rely on tools that are necessary but not sufficient to achieve zero accidents.”
In July 2025, a tunnel collapse in Codelco’s El Teniente mine in Chile killed 6 workers. While triggered by a seismic event, initial investigations suggest that tunnel support systems and seismic monitoring (controls) may have failed to prevent collapse. Scrutiny is underway into whether verification activities - like structural inspections and monitoring - were inadequate or missed signs of risk.
This incident shows why understanding the difference between controls, support, and verification is critical for mining safety. A control is something that directly prevents harm, such as tunnel reinforcement or seismic monitoring systems. Control support includes measures like maintenance schedules or training programs that keep those systems effective. Verification activities, such as inspections and audits, ensure controls are in place and functioning as intended. When any of these fail, the risk of catastrophic events rises dramatically. Clear definitions and rigorous implementation of all 3 elements are essential for building robust safety systems and preventing workplace accidents.
Knowing the difference between these three - controls, support, and verification - as taught in the UQ-led courses, is essential for creating strong safety systems and reducing workplace accidents.
Valdivieso also highlighted the need for updated regulations in Argentina’s mining sector, noting that most recent changes have focused on environmental concerns rather than workplace safety. “Real mining activity in Salta began with lithium about 10 years ago. The last mining-specific regulation dates back years.”
He found the dual role of learner and instructor rewarding. “It fits my personal openness to continuous learning. It was a great challenge that helped me improve as both a student and an instructor.”
Practical outcomes for participants
Valdivieso later helped facilitate the pilot course for mining professionals, including Ana Gabriela, a plant and production wells operator at ERA. Gabriela found the training immediately applicable to her work.
“The most important thing for me was learning to recognise hazards. It’s about raising awareness and teaching people to identify risks so we can find solutions,” she said.
Gabriela, who transitioned from metallic to lithium mining, appreciated the course’s practical approach. “We were put in situations where we had to solve problems. That practice is the best way to absorb what we’re learning.”
She now feels confident collaborating with her team to conduct task safety analyses and prevent incidents. “If you don’t understand what the risk is, you can’t apply anything. Risk identification is something I can apply right away.”
A safer future for mining
The pilot program is already making a measurable impact, with local educators and professionals embracing new safety frameworks and aligning with global standards. By empowering trainers and participants alike, the initiative is helping to build a safer, more skilled mining workforce in Argentina and Chile – one that is equipped to meet the challenges of a rapidly evolving industry.
