Mining
Across July and August 2026, AUSMASA engaged in over 150 consultations through our National Workforce Insights Report Roundtables, 1-on-1 consultations, and workshops. The roundtables were attended by a cross-section of stakeholders (Figure 1). Stakeholders were represented across the states and capitals, with in-person roundtables conducted in Adelaide, Perth, Brisbane, and Melbourne. Feedback was collected through interactive polling alongside in-depth facilitated discussion. This article summarises findings on an industry level. We invite feedback from stakeholders on anything we may have missed or should explore further. This article also details potential actions that may be undertaken by any stakeholder to progress action relevant to the opportunity being discussed.1
How to get involved
You can get involved by writing to research@ausmasa.org.au.
Figure 1: Type of stakeholders AUSMASA consulted for the National Workforce Insights Report 2027
What is driving skills shortages?
-
Image and attraction is the leading cause nationally: image or attraction problems were most commonly ranked as the most critical driver of skills shortages. Other reasons include training capacity and misalignment between what training packages teach and what employers need.
-
-
Potential actions:
-
-
-
Promote and highlight the variety, range of occupations and career progression within the industry (school career days, success stories)
-
-
-
Consult with TAFE Institutes regarding young people’s perspectives on the industry to improve promotion strategies and awareness
-
-
-
Coordinated output and actions under projects like AUSMASA’s non-accredited training in the Mining industry research project to better understand industry needs as relevant to training pathways and training capacity.
-
-
-
A nationally recognised entry-level skill set for workplace trainers, covering the cross-industry instructional fundamentals identified by stakeholders: adult learning principles, preparation and delivery of on-the-job instruction, feedback, classroom management, and conflict resolution
-
-
-
Sector-specific skill sets for the mining industry, addressing the elements of the trainer role that are genuinely industry-specific
-
-
-
Promote the VET Workforce Blueprint, which outlines opportunities and actions to attract, retain, develop, and sustain Australia's VET Workforce.
-
What occupations are affected by acute shortages?
Stakeholders identified shortages across professional, trade and statutory roles, including:
-
Mining professionals: Mining engineers, geologists, environmental scientists, mining regulators, planners and schedulers, and exploration drillers.
-
Trades and technicians: Heavy diesel fitters and mechanics, electricians, auto electricians, mobile plant operators, and materials testing professionals.
-
Statutory and niche roles: Statutory roles in mining, and other niche roles, specifically mine closure, rehabilitation, post mining land use planning and the regulation of mines.
-
Trainers and assessors: Certificate IV TAE qualified trainers and experienced industry workers wanting to transition into trainers or other roles remain in short supply.
-
Emerging technology roles: Machine control guidance technicians and an Autonomous Maintenance Technician (skill set rather than occupations).
-
-
Potential actions:
-
-
-
Track the occupational life of these occupations on an individual level, to estimate how qualification commencements convert to completions, completions convert to employment, and employment to retention, to better understand attrition and enable target policy development
-
-
-
Research the underlying supply and demand dynamics affecting these occupations through collating evidence from projects like EV Skills Mapping and Automotive Career Pathways
-
-
-
Maintain industry consultations to identify emerging roles and in-demand skills
-
-
-
Undertake forward-looking skills and labour market analysis to identify emerging needs
-
-
-
Tailor feedback relevant to these shortages through various AUSMASA policy channels, like feedback on the Occupation Shortage List (OSL), Apprenticeship Priority List (APL), and other industry and occupation classification consultations, which enable better visibility and data around these occupations.
-
Technology and future skills
The following are the most relevant emerging technologies that will shape future skills demand:
-
Artificial Intelligence (AI)
-
Autonomous Mobile Assets
-
Digitalisation of diagnostic tools
-
Electrification
-
Networked assets (including RTLS)
-
Digital twins, RFID and drones.
Potential actions to address these emerging needs and to enable faster speed to market for new training and delivery:
-
Modular learning pathways for technologies such as, AI and diagnostic technology
-
Maintaining and enabling trainer exposure to emerging technologies
-
OEM training and mentoring to fill gaps between competency and proficiency
-
Centrally built delivery resources distributed to RTOs for consistency.
In order to make automation and electrification skills accessible to mid-career workers, stakeholders supported the ideas of;
-
Industry-led skill sets with flexible access and recognition pathways
-
Recognition of prior learning (RPL)
-
Post-trade skill sets that are commercially viable for RTOs and valued by workers through CPD
-
Visibility of career progression and pathways for new and recent entrants
-
Leveraging simulation-based training (as an introductory insight and practice, but not as a replacement for the full operational experience).
Gaps and opportunities in the training product landscape
Radiation Safety Officer (naturally occurring radioactive material): Stakeholders agreed that there was a need for accredited training in the VET system for Radiation Safety Officers. It was noted that the role may sit alongside statutory or hygiene officer roles, and that understanding naturally occurring radiation supports safer workplaces and better monitoring in sectors such as gold mining.
Tailings dam training: Stakeholders agreed that there was a need for units of competency and skill sets covering tailings maintenance and surveillance for workers and supervisors, addressing monitoring and information collection on water bores, seepage, cracking, and structural integrity, a gap not addressed by existing operator units. They also identified a need for higher-level Diploma and Advanced Diploma training products integrating governance, safety, risk, and engineering protocols for tailings facilities aligned with mine closure requirements, structured across levels of responsibility in the same way the RII Training Package handles outburst management (conduct operations, apply and monitor, implement, and establish and maintain the management plan). Finally, stakeholders flagged a water rescue gap warranting further investigation into a dedicated unit or skill set for rescue and recovery in mine water environments, including tailings storage facilities, water storage dams, and thickeners, hazards not covered by existing public safety units.
Retention and inclusion
Remuneration and roster structure remain the strongest retention levers, alongside safety and wellbeing culture, clear career progression, and professional development. On diversity, stakeholders called for mentoring programs, flexible arrangements including part-time and job share, assistive tools without stigma, diverse leadership, and genuine cultural change so inclusion is real on the floor and on site.
Next steps
Feedback from the roundtables was collected using interactive facilitation alongside in-depth discussion sessions. These findings will inform our 2026–27 Workforce Insights Report and training product development priorities. We thank all attendees for their contributions and welcome further input at research@ausmasa.org.au.
About the author
Dr Aneeq Khan
Dr Aneeq Khan is Senior Manager, Workforce Planning and Policy at AUSMASA, overseeing our research, workforce planning, and policy functions. Dr Khan is an experienced research leader who has managed quantitative and qualitative research projects across industry, academia, and for government.