Occupational Time Continuum in Mining (March 28-2014)

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Occupational Time Continuum in Mining 2013-2014

This research was conducted in partnership with and funded in part by contributions from the North Superior Workforce Planning Board (NSWPB)

This project is funded in part by the Ontario Government, Confederation College, Thunder Bay Community Economic Development Commission and Northwest Training and Adjustment Board The views expressed in this document do not necessarily reflect those of Employment Ontario. Copyright © 2014 North Superior Workforce Planning Board (NSWPB) All rights reserved. The use of any part of this publication, whether it is reproduced, stored in a retrieval system, or transmitted in any form or by means (including electronic, mechanical, photographic, photocopying or recording), without the prior written permission of the NSWPB and/or is an infringement of copyright law. For more information, contact:

North Superior Workforce Planning Board 107B Johnson Avenue Thunder Bay, ON P7B 2V9 Tel: (807) 346 - 2940 Fax: (807) 344 - 5464 Website: www.nswpb.ca

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Published February 2014

Acknowledgements North Superior Workforce Planning Board (NSWPB) and SNC-Lavalin Inc. wish to recognize the organizations in Ontario’s mining industry who contributed their resources, knowledge and insights for the development of this research.

Research Participants NSWPB and SNC-Lavalin Inc. are grateful to the following, as well as all anonymous survey respondents and interview participants for the project for their valuable time and input in helping us better understand mining in Northwestern Ontario.

• Cliff’s Natural Resources – Black Thor Chromite

• Noront Resources – Eagle’s Nest Cu / Ni

• New Gold Inc. – Rainy River Gold

• Rubicon Minerals – Phoenix Gold

• Osisko Resources – Hammond Reef Gold

• Stillwater Canada – Marathon Cu / Pt / Pd

• Goldcorp – Red Lake Gold

• Bending Lake – Bending Lake Iron

• Treasury Metals – Goliath Gold

• North American Palladium – Lac Des Iles

Note to Readers The data presented in this report is representative of the latest publicly available information at the time of research for this report. Employment numbers projected in this study reflect the volatility of employment outcomes that characterize the mining industry in Canada. Contributing factors of this volatility are commodity demand and prices and economic conditions. Fluctuation and changes have occurred in the market since this project’s inception and it is important to note that changes will continue as a result of this on-going volatility.

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TABLE OF CONTENTS

............................................................................................................................................ Page No.

1 EXECUTIVE SUMMARY .............................................................................................................. 1

1.1 Employment Projections ........................................................................................................... 2

1.2 Training ...................................................................................................................................... 3

2 INTRODUCTION ........................................................................................................................ 4

3 ENVIRONMENTAL SCAN ............................................................................................................ 5

3.1 Custom Labour Market Report - Thunder Bay Mining Industry ................................................ 5

3.2 Kenora and Rainy River Districts Mining Hiring Requirements Forecasts ................................. 6

3.3 Advantage Northwest: Mining Readiness Strategy- An Integrated Regional Economic Development Plan ..................................................................................................................... 8

4 EMPLOYMENT ........................................................................................................................ 12

4.1 Methodology ........................................................................................................................... 12

4.2 Total Workforce Demand ........................................................................................................ 14

4.3 Occupation Categories Demand .............................................................................................. 17

4.4 Mining Profession Requirements ............................................................................................ 19

4.5 Employment Trends and Challenges: ...................................................................................... 23

5 TRAINING ............................................................................................................................... 25

5.1 Methodology ........................................................................................................................... 25

5.2 Training Road Maps ................................................................................................................. 27

5.2.1 High School ................................................................................................................. 28

5.2.2 Seven Generations Education Institute ...................................................................... 31

5.2.3 ASET Holders / Employment Training Centres ........................................................... 31

5.2.4 Nokiiwin Tribal Council ............................................................................................... 33

5.2.5 Employment Ontario .................................................................................................. 36

5.2.6 College ........................................................................................................................ 38

5.2.7 University ................................................................................................................... 40

5.2.8 Distance Education ..................................................................................................... 43

5.2.9 Apprenticeship ........................................................................................................... 46

5.3 Employment and Training ....................................................................................................... 49

6 CONCLUSIONS ........................................................................................................................ 57

7 DISCLAIMER ............................................................................................................................ 58

APPENDIX A ..................................................................................................................................... 59

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APPENDIX B ..................................................................................................................................... 62

LIST OF FIGURES Figure 1: Direct Mining Employment Projections for Northwestern Ontario……………………………………………….. 9 Figure 2: Distribution of Occupational Categories…………………………………………………………………………... 10 Figure 3: Study Area – Occupational Time Continuum in Mining…………………………………………………………. 13 Figure 4: Total Projected Mining Employment from 2014-2023…………………………………………………………… 15 Figure 5: Total Projected Mining Employment from 2014-2023…………………………………………………………… 16 Figure 6: Distribution of Occupation Categories…………………………………………………………………………….. 18 Figure 7: Road Map – Training to Occupation on Mining Projects………………………………………………………… 28 Figure 8: High School Road Map……………………………………………………………………………………………… 29 Figure 9: ASET Holders and/or Employment Training Centres Road Map………………………………………………. 35 Figure 10: Employment Ontario Road Map………………………………………………………………………………….. 37 Figure 11: College Road Map…………………………………………………………………………………………………. 39 Figure 12: University Road Map………………………………………………………………………………………………. 42 Figure 13: Distance Education Road Map…………………………………………………………………………………… 45 Figure 14: Apprenticeship Road Map………………………………………………………………………………………… 47 Figure 15: Trade Qualifier’s Road Map………………………………………………………………………………………. 48

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LIST OF TABLES Table 1: Cumulative Hiring Requirements Forecast – Thunder Bay District ................................................................. 6 Table 2: Cumulative Hiring Requirements by Occupational Category – Thunder Bay District ...................................... 6 Table 3: Cumulative Hiring Requirements Forecast – Kenora District .......................................................................... 7 Table 4: Cumulative Hiring Requirements Forecast – Rainy River District ................................................................... 7 Table 5: Cumulative Hiring Requirements by Occupational Category – Kenora District ............................................... 7 Table 6: Cumulative Hiring Requirements by Occupational Category – Rainy River District ........................................ 8 Table 7: Cumulative Hiring Requirements Forecast – Thunder Bay, Kenora and Rainy River Districts ....................... 8 Table 8: Individual Project Information ........................................................................................................................ 12 Table 9: Mining Employment Categories Summary .................................................................................................... 17 Table 10: Mining Profession Summary ....................................................................................................................... 20 Table 11: List of Educational Institutions of Northwestern Ontario .............................................................................. 25 Table 12: ASET Holders / Employment Training Centres in Northwestern Ontario .................................................... 32 Table 13: Employment Ontario (Network of Employment and Literacy Service Providers) ........................................ 36 Table 14: Northwestern Ontario Post-Secondary, Apprenticeship and Non-Postsecondary Programs Related to

Mining Employment ............................................................................................................................................ 49 APPENDICES A Mining Company Survey B Employment Visual Timeline

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1 EXECUTIVE SUMMARY The Northwestern Ontario region is forecasting significant growth in mineral exploration and mining

development. This growth is expected to result in substantial economic and social development for

Thunder Bay, its surrounding municipalities and First Nation Communities. In February 2012, North

Superior Workforce Planning Board (NSWPB) released its Mining Industry Human Resources Study that

forecasted labour market needs within Mining across the Thunder Bay District over the next 2, 5 and 10

years. The report provides a “’30,000’ level” of occupational needs in the sector based on 3 hypothetical

scenarios: contractionary, baseline, and expansionary.

As such, The Occupational Time Continuum in Mining provides a resource for employers, employment

service providers, and educators/training institutions to be used in providing training as well as directing

employees, clients, and students to pursue in-demand occupations at appropriate times within the various

mining projects’ cycle throughout Northwestern Ontario. It will also provide a degree of confidence for

Human Resources departments in understanding the projected occupational and skill demands of mining

development projects.

This study based its direct mining employment projections on the assumption that the 10 mining projects

identified as most likely to go into production within the next 10 years by Mining in Northwestern Ontario:

Opportunities and Challenges, 2012 will proceed as scheduled. These projects include the following:

• Cliff’s Natural Resources – Black Thor Chromite

• Noront Resources – Eagle’s Nest Cu / Ni

• New Gold Inc. – Rainy River Gold

• Rubicon Minerals – Phoenix Gold

• Osisko Resources – Hammond Reef Gold

• Stillwater Canada – Marathon Cu / Pt / Pd

• Goldcorp – Red Lake Gold

• Bending Lake – Bending Lake Iron

• Treasury Metals – Goliath Gold

• North American Palladium – Lac Des Iles

The Occupational Time Continuum in Mining was commissioned by NSWPB with guidance from NSWPB

and a Steering Committee comprised of funders and industry specialists, including: the Thunder Bay

Community Economic Development Commission (CEDC), Confederation College, Northwest Training

and Adjustment Board (NTAB), Stillwater Canada.

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The report presents an analysis on the employment projections on the ten (10) mining projects and a

characterization of the available training programs in relation to mining occupations. The report presents

the following key findings:

1.1 Employment Projections

• There is a high demand for jobs at the front end of the ten year time period between 2014 and 2023, with a peak mining employment level for the ten (10) projects in 2015 at 4,989 jobs.

• The mining employment projected to be required by the prospective mining projects is defined by 15 occupation categories. Based on the data presented in the report, the majority of the mining employment would be derived from 5 occupation categories, including: “Mine Operations,” “Mine Maintenance,” “Process Plant,” “Process Plant Maintenance,” and “Security and Camp.”

• The mining employment analyzed in this report is comprised of 151 total occupations. The most in demand are: “Haul Truck Operators,” “Heavy Duty Mechanics,” “Ancillary Equipment Operators,” and “Ancillary Equipment Mechanics.”

• There are a number of challenges the mining industry is facing, including:

o Labour Shortage – this is because the market is tight, especially for positions that require advanced training, trade certifications, and/or education. Many of the positions in the mining industry require grade 12 or equivalent certification as well as literacy and essential skills at level 3 or more;

o Mobile Workforce – the workforce in the mining sector is very mobile, as they move from one operation to the other in different regions;

o Aging Workforce – the skilled workforce is aging and will need to replace a large number of skilled and experienced workers. There are indications the younger replacement workforce is smaller in numbers and often less skilled;

o Immigration – the mining sector is seeking skilled immigrant labour in order to meet employment demands on mining development projects;

o Mining as a Career of Choice – a small portion of the young people are attracted to mining industry and occupations related to mining;

o Aboriginal People – the Aboriginal population is well positioned to take advantage of employment opportunities, but high school and postsecondary completion rates and overall literacy scores are lower than the non-aboriginal population. Educational and training institutions, First Nations Education Services, government agencies and mining companies should collaborate to identify training opportunities to help the Aboriginal population develop foundational literacy skills and acquire educational credentials to maximize the employment opportunities.

o Women – an under-represented group in the Canadian mining industry. Women are mainly employed in clerical and corporate services roles, with a small portion working in trades and production roles.

The Employment Visual Timeline developed for and owned by NSWPB is the tool used to generate the

employment projections for the ten prospective mining projects presented in this study. A combination of

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individual mining project technical reports and further information provided by mining companies was

used to derive a set of assumptions that is the basis of these projections. This tool does not incorporate

external factors such as retirement rates and non retirement separation rates, but rather presents the

expected total jobs that will be required by the ten mines. Due to a constantly changing economic

landscape, the Employment Visual Timeline has been set up to allow changes in individual timelines as

well as accommodate additions and deletions of mining projects to be analyzed. In this way, it can

remain a useful tool for NSWPB to continue to produce employment projections as the market changes.

It should be noted that the data presented in this report is representative of the latest publicly available information as of the production of this report.

1.2 Training

• Characterization of public funded schools and training programs available in Northwestern Ontario. This included: District School Boards, Aboriginal Training Centres, Employment and Literacy Services (Employment Ontario) College (Confederation College) and University (Lakehead University). Roadmaps are provided within the report to illustrate the various pathways of seeking mining related training from these types of educational institutions.

• Training institutions of Northwestern Ontario currently have appropriate training programs in place to prepare the region for direct mining employment on the ten (10) mining projects. The available training programs are compared to the direct mining employment. The data presents the enrolment and completion numbers of students in the program (specifically programs at Confederation College and Lakehead University) compared to the annual average workers of each occupation category projected for the ten year period.

• A number of their programs can prepare learners and jobseekers for the following occupation categories: Administration, Finance and Management; Environment; Human Resources; Infrastructure Maintenance; Mine Maintenance; Mine Operations; Process Plant; and Process Plant Maintenance.

The report concludes with a set of trends and conclusions about the projected employment and the

available training programs.

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2 INTRODUCTION With the discovery and development of major gold deposits, nickel and chromite in Northwestern

Ontario’s “Ring of Fire” area, the region is forecasting significant growth. This growth is expected to result

in considerable economic and social development for Northwestern Ontario region, which will create a

variety of business opportunities that positively influence the Region’s economic outlook.

To plan for the expected growth, the mining industry as well as employment service providers, trainers,

and educators, would find great value in having a resource providing a chronologically-based description

of labour force demands, including specific occupations, skills and training required for each project for

the next 10 years. This information will better equip employment service providers and trainers to better

inform clients and learners to enter the mining sector’s workforce in Northwestern Ontario. This would

also provide a level of assurance for Human Resources departments in understanding the present and

projected occupation and skill demands within the sector seeking to be met according to project timelines.

As such, The Occupational Time Continuum in Mining will provide a resource for employers, employment

service providers, and educators/trainers to be used in providing training as well as directing employees,

clients, and students to pursue direct mining occupations at appropriate times within the various mining

projects’ cycle throughout Northwestern Ontario. A timeline continuum is of occupational needs for the 10

mining projects indicated as most likely to proceed based on the Advantage Northwest: Mining Readiness

Strategy (2013).

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3 ENVIRONMENTAL SCAN The impact of the expected mining development on the regional labour market has recently been

investigated by three studies. These are: (1) Custom Labour Market Report-Thunder Bay Mining Industry

(North Superior Workforce Planning Board (NSWPB), 2012). (2) Advantage Northwest: Mining

Readiness Strategy - An Integrated Regional Economic Development Plan (CEDC, 2013), and (3) Kenora

and Rainy River Districts Mining Hiring Requirements Forecasts (Northwest Training and Adjustment

Board (NTAB), 2013).

3.1 Custom Labour Market Report - Thunder Bay Mining Industry

This study utilized a unique market intelligence system, the Mining Industry Workforce Information

Network (MIWIN), developed by Mining Industry Human Resources Council (MIHRC) to generate annual

forecasts for the hiring requirements of the mining industry over three potential economic scenarios:

contractionary (which accounts for a downturn in the mining industry), baseline (static to moderate

industry growth projections) and expansionary (positive industry growth). A set of assumptions was

derived and applied to the total hiring requirements to estimate the distribution of the required

Occupational Categories.

The MIWIN system was customized to the Thunder Bay region through a combination of employer

surveys and key informant interviews to incorporate added intelligence which allowed for adjustments to

the underlying assumptions used to generate the forecasts.

The analysis of impact to the labour force was viewed as analogous to Ontario and Canada wide trends,

although it factored in three unique differences which were incorporated into the forecasting model:

1) Between 3 and 8 major exploration mining projects were expected to enter the construction and production phases over the next 2-5 year period.

2) Thunder Bay has an older population profile as compared to the Ontario average which demonstrates the need for replacement hiring due to retirement.

3) High labour mobility factor in Thunder Bay District compared to Ontario as a whole.

The findings of the resulting analysis are illustrated in Tables 1 and 2. Note that estimates may not add

perfectly due to rounding.

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Table 1: Cumulative Hiring Requirements Forecast – Thunder Bay District

Change in Employment


Replacement Requirements Cumulative Hiring

Requirements Retirement Non-Retirement Separation

Contractionary -410 720 800 1,110 Baseline 660 1,050 1,135 2,840 Expansionary 1,540 1,270 1,270 4,150

Source: Custom Labour Market Report – Thunder Bay Mining Industry (NSWPB, 2012)

Table 2: Cumulative Hiring Requirements by Occupational Category – Thunder Bay District

Occupation Category Cumulative Hiring Requirements (2022)

Contractionary Baseline Expansionary Trades and Labour Occupations 475 1,240 1,805 Supervisors, Coordinators, and Foreman 90 215 320 Professional and Physical Science Occupations 55 150 215 Support Workers 45 130 185 Technical Occupations 35 105 140 Human Resources and Financial Occupations 25 55 90 All Other Occupations 385 945 1,395 Total 1,110 2,840 4,150

Source: Custom Labour Market Report-Thunder Bay Mining Industry (NSWPB, 2012)

3.2 Kenora and Rainy River Districts Mining Hiring Requirements Forecasts

This study also utilized the MIWIN intelligence system, to generate annual forecasts for the hiring

requirements of the mining industry over three potential economic scenarios: contractionary (which

accounts for a downturn in the mining industry), baseline (static to moderate industry growth projections)

and expansionary (positive industry growth). As in the Thunder Bay study, a set of assumptions were

derived and applied to the totals to estimate the distribution of the required Occupational Categories.

The findings of the resulting analysis are illustrated in Tables 3, 4, 5 and 6: Note that estimates may not

add perfectly due to rounding.

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Table 3: Cumulative Hiring Requirements Forecast – Kenora District





Contractionary 690 1,360 1,000 3,050 Baseline 890 1,410 1,020 3,290 Expansionary 1,060 1,440 1,040 3,550

Source: Kenora and Rainy River Districts Mining Hiring Requirements Forecasts (NTAB, 2013)

Table 4: Cumulative Hiring Requirements Forecast – Rainy River District





Contractionary -280 390 260 410 Baseline -110 440 330 640 Expansionary 60 460 330 860


Table 5: Cumulative Hiring Requirements by Occupational Category – Kenora District


Contractionary Baseline Expansionary Trades and Labour Occupations 455 770 1,475 Professional and Physical Science Occupations 20 85 175 Human Resources and Financial Occupations 25 35 75 Support Workers 35 55 110 Technical Occupations 35 65 115 Supervisors, Coordinators, and Foreman 75 125 245 All Other Occupations 340 575 1,095 Total 1,010 1,710 3,290


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Table 6: Cumulative Hiring Requirements by Occupational Category – Rainy River District


Contractionary Baseline Expansionary Trades and Labour Occupations 105 105 290 Professional and Physical Science Occupations 5 5 35 Human Resources and Financial Occupations 0 0 15 Support Workers 0 0 20 Technical Occupations 5 5 20 Supervisors, Coordinators, and Foreman 15 15 45 All Other Occupations 100 100 215 Total 230 230 640


The total for the three districts provides an overall view of hiring requirements in Northwestern Ontario as

defined by the MIWIN model. The cumulative predictive numbers from both the Kenora and Rainy River

Districts Mining Hiring Requirements Forecasts (NTAB, 2013) and Custom Labour Market Report-

Thunder Bay Mining Industry (NSWPB, 2012) are summarized in Table 7.

Table 7: Cumulative Hiring Requirements Forecast – Thunder Bay, Kenora and Rainy River Districts





Contractionary 0 2,470 2,060 4,570 Baseline 1,440 2,900 2,485 6,770 Expansionary 2,660 3,170 2,640 8,560

Source: Custom Labour Market Report-Thunder Bay Mining Industry (NSWPB, 2012) and Kenora and Rainy River Districts Mining Hiring Requirements Forecasts (NTAB, 2013)

3.3 Advantage Northwest: Mining Readiness Strategy- An Integrated Regional Economic Development Plan

This study based its direct mining employment projections on the assumption that the 10 mining projects

identified as most likely to go into production within the next 10 years by Mining in Northwestern Ontario:

Opportunities and Challenges, 2012 will proceed as scheduled. The information used for this model from

each mining project included: production start date, number of construction jobs, number of operation

jobs and duration of mine life. This individual project information was plotted over a ten year timeline to

generate the cumulative mining hiring requirements for Northwestern Ontario. This distribution of direct

mining employment is illustrated in Figure 1.

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Figure 1: Direct Mining Employment Projections for Northwestern Ontario

From Figure 1, an average of 3,563 direct mining jobs are expected to be sustained over the ten year

period as a result of these mining projects. Since this model does not incorporate retirement rates or non

retirement separation rate, this number should be analogous with the cumulative “Change in

Employment” numbers from the NSWPB and NTAB studies in shown in Tables 2, 5 and 6. However, the

3,563 job figure is still higher than the 2,660 jobs predicted in the expansionary scenario from those

studies. This is likely due to changes in mining sector activities and more projects being considered in

the analysis conducted for Advantage Northwest: Mining Readiness Strategy than in the expansionary

scenario projected in the NSWPB and NTAB reports.

Advantage Northwest: Mining Readiness Strategy also applied the assumptions for proportionality in the

NSWPB and NTAB reports as illustrated in Figure 2 to estimate the distribution of the required

Occupational Categories.

0

1000

2000

3000

4000

5000

6000

2013 2014 2015 2016 2017 2018 2019 2020 2021 2022

Dire

ct M

inin

g Em

ploy

men

t

Year

Construction

Operation

Total

AnnualAverage

Average Annual Employment Level = 3,563

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Figure 2: Distribution of Occupational Categories

To better prepare the workforce for the expected mining development for the aforementioned

occupations, the Advantage Northwest: Mining Readiness Strategy assessed the training programs

available in the region. The report identified a number of training opportunities in Northwestern Ontario

that are well suited to prepare the local workforce for employment opportunities in mining. The training

institutions provide students and jobseekers with traditional educational training for skilled and

professional employment, as well as more non-traditional training to help increase educational attainment

levels and success in the workforce following graduation. Employment Ontario, for example, provides

both employment and literacy services across a large network of service providers in the Northwest and in

Thunder Bay. Most of the institutions, most notably the Aboriginal training institutions, are helping to

provide programs tailored specifically to the needs of Aboriginal students and prospective students.

To guide the region in preparing the local workforce for the expected mining development, the Advantage

Northwest: Mining Readiness Strategy made a number of recommendations, including, but not limited to

the list below. These recommendations still require consideration, and will have significant impact on the

region’s ability to supply skilled workers for employment in this sector.

• Education and training institutions should increase training capacity in Thunder Bay and Northwestern Ontario by increasing the number of students that can enroll in existing programs, and by implementing new training programs to address different types of skills training. Although current levels of training are exemplary, Northwestern Ontario is encouraged to continue its current endeavors to increase training capacity to have the local work force ready to take up the projected construction jobs and operation jobs between 2013 and 2022.

• Education and training institutions are encouraged to establish new training programs to address gaps in training for skilled mining jobs, including:

o Underground production and development miners;

Trades and Undesignated Occupations

47%

Professional and Physical Science

Occupations 6%

Human Resources and

Financial Occupations

2%

Support Workers 5%

Technical Occupations

4%

Supervisors, Coordinators and Foremen

8%

All Other Occupations

28%

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o Underground mine service and support workers;

o Drillers and blasters – surface mining, quarrying and construction; and

o Inspectors and testers, mineral and metal processing.

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4 EMPLOYMENT This assessment focuses on the projects investigated in Advantage Northwest: Mining Readiness

Strategy - An Integrated Regional Economic Development Plan. These projects have been identified as

most likely to enter into the construction and operation stages by 2017. Provided that these mining

developments proceed on schedule, there is a need to accurately identify the specific occupations that

will be available in order to adequately meet the demand of direct employment.

4.1 Methodology

Table 8 reflects the individual project information for the ten (10) mining projects. The data compiled

reflects the latest publicly available information obtained from the mining companies as sourced from a

combination of project technical reports, company websites and client supplied data.

Table 8: Individual Project Information

Company Name Proposed

Production Start Year

Proposed Production End Year

Project Name Construction Jobs

Operation Jobs

Cliff's Natural Resources 2017 2045 Black Thor Chromite 750 750

Noront Resources 2018 2026 Eagle's Nest Cu / Ni 800 400

New Gold Inc. 2016 2028 Rainy River Resources 675 618

Rubicon Minerals 2015 2026 Phoenix Gold 50 308

Osisko Resources 2016 2029 Hammond Reef Gold 1000 530

Stillwater Canada Inc. 2018 2026 Marathon Cu / Pt / Pd 245 322

Goldcorp 2016 2033 Red Lake-Cochenour 100 100

Bending Lake 2016 2050 Bending Lake Iron 700 300

Treasury Metals 2015 2024 Goliath Gold 150 200

North American Palladium 2012 2018 Lac des Iles 0 196

Figure 3 illustrates the locations of each of the mining development projects.

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Figure 3: Study Area – Occupational Time Continuum in Mining

Previous comparable studies have based projections on census data and general trends in mining

employment. As such, unique circumstances/requirements associated with each individual mine tend to

be under represented.

This study sought to base employment projections on as much data as possible from mining companies.

This helps to highlight what mining companies identify as their need. The procedure for data collection

and examination is outlined below:

• An initial template design was based on the Human Resource requirements and is widely accepted and utilized in the mining industry. This template provided a breakdown of typical mining employment categories. This template defines mining employment by 15 general employment categories and 144 occupations. Through consultation with the mining companies, this template has been adjusted to reflect individual mine requirements.

• Each of the 10 mining companies were contacted and the template was provided to responsive parties. Three companies have provided complete hiring requirements for their years of construction and operation for use in this study.

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• The information received was used to derive a set of assumptions which was then applied to the individual project information for the remaining projects presented in Table 8 to estimate the distribution of mining occupations.

• This data was then projected across a timeline to illustrate the cumulative skills requirements for the ten year period (2014-2023). The model used for these projections can be viewed in Appendix B.

The figures presented in this section are representative of the best available information and data at the

time of report preparation. All conclusions derived from this data are subsequently based on the current

circumstances surrounding the mining industry at the time of the report preparation. As projects progress and/or fluctuate, please contact NSWPB for current occupational forecasts.

4.2 Total Workforce Demand

When the total jobs for all 10 mining projects from Table 1 are projected over a timeline, the resulting

distribution is illustrated in Figure 4.

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Figure 4: Total Projected Mining Employment from 2014-2023

0

1,000

2,000

3,000

4,000

5,000

6,000

2014 2015 2016 2017 2018 2019 2020 2021 2022 2023

Tota

l Min

ing

Empl

oym

ent

Year

ConstructionPositions

OperationPositions

Total Positions

Annual Average

Average Annual Employment Level - 3,741 jobs

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Figure 5: Total Projected Mining Employment from 2014-2023

From Figures 4 and 5, it is apparent that there is a high demand for jobs at the front end of the timeline.

This is due to many of the mining projects coming into construction at roughly the same time coupled with

the fact that in most cases, the number of workers required during the construction phase significantly

exceeds the number of workers required during the operation phase of a project (as illustrated in Table

1). As such, the data shows a peak mining employment level for these ten (10) projects in 2015 at 4,224

jobs after which there is an observed dip and leveling off of workforce requirements once these projects

transition into the operations phase.

Since this study reflects the need of 10 separate mining projects, there are a number of factors present

that can affect the distribution of required workforce. The most likely of these is the timing of the projects.

Even though the best available data used at the time of this report indicates significant overlap of the

construction phases of these projects, the prospect of project delays needs to be taken into account. To

correct for this, the average job creation over the ten year period (2014-2023) will be used to better reflect

what overall hiring requirements will be over the time period. This reduces the risk of following a possible

false peak employment level in 2015. The annual average employment level that will be sustained over

the time period (2014-2023) is projected to be 3655 workers.

0

1000

2000

3000

4000

5000

6000

2014 2015 2016 2017 2018 2019 2020 2021 2022 2023

Tota

l Min

ing

Empl

oym

ent

Year

OperationPositions

Construction Positions

AnnualAverage

Average Annual Employment Level- 3,741 jobs

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4.3 Occupation Categories Demand

In this study, the total mining employment projected to be required by the prospective mining projects is

defined by 15 occupation categories. From our model in Appendix B, the requirements in each of these

categories are summarized in Table 9. The distribution of these categories is further defined in Figures 4

and 5.

Table 9: Mining Employment Categories Summary

Occupation Category Annual Average Requirement

Administration, Finance & Management 63 Environment 62 Geology 108 Health & Safety 44 Human Resources 34 Information Technology 25 Infrastructure Maintenance 78 Mine Maintenance 574 Mine Operations 1,458 Process Plant 579 Process Plant Maintenance 294 Security & Camp 172 Supply Chain 145 Technical Services 89 Training & Development 15

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Figure 6: Distribution of Occupation Categories

Table 9 and Figure 6 show that most of the mining employment would be derived from five of these

occupation categories. These are “Mine Operations”, “Mine Maintenance”, “Process Plant”, “Process Plant

Maintenance” and “Security and Camp” which collectively account for approximately more than three

quarters of all mining employment.

“Mine Operations” accounts for 39% or 1,458 jobs from the 10 mining projects within the time period (2014-

2023). This category includes a number of managerial, professional and skilled trade occupations that are

required for the day to day mining actions.

“Process Plant” accounts for 15.9% or 586 jobs within the time period (2014-2023). This category includes

a number of professional and technical occupations that are required in the extraction of the required metal

from the mined ore.

“Mine Maintenance” accounts for 15.5% or 579 jobs from all mining development within the time period

(2014-2023). This category is comprised mostly of skilled trade occupations such as mechanics, welders,

electricians and technicians who primarily maintain machinery and equipment required for day to day mining

actions. Some low skilled workers are also required in this category.

Administration, Finance &

Management 1.7%

Environment 1.7%

Geology 2.9% Health & Safety

1.2%

Human Resources 0.9%

Information Technology

0.7% Infrastructure Maintenance

2.1%

Mine Maintenance

15.3%

Mine Operations 39.0%

Process Plant 15.5%

Process Plant Maintenance

7.9%

Security & Camp 4.6%

Supply Chain 3.9%

Technical Services 2.4%

Training & Development

0.4%

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“Process Plant Maintenance” accounts for 7.9% or 294 jobs from the 10 mining projects within the time

period (2014-2023). This category includes professional, skilled trade and specialist trade occupations that

are required to maintain the highly specialized equipment used in metal extraction from mined ore.

“Security and Camp” accounts for 4.6% or 172 jobs within the time period (2014-2023). This category

includes a number of low to moderate skill jobs required for general administration and upkeep of the mine

site.

4.4 Mining Profession Requirements

In this study, the total mining employment projected to be required by the prospective mining projects is

defined by 151 individual mining occupations. From our model in Appendix B, the requirements in each of

these occupations are summarized in Table 10.

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Table 10: Mining Profession Summary

Occupation Average Sustained Employment (2014-2023)

Administration, Finance & Management Vice President / General Manager 8 Finance & Administration Manager 12 Business Analyst 0 Project Accountant 11 Accountant 5 Communications & Community Relations Manager 2 Executive Assistant 13 Accounts Payable Clerk 5 Receptionist 7 Environment Safety Training and Environmental Supervisor / Manager 13 Hydrology Specialist 6 Environmental Specialist / Technician 19 Water & Sewage Treatment Technician 0 Environmental Monitor / Coordinator 13 Database Technician 0 Community Relations Coordinator 12 Geology Chief Geologist 7 Senior Geologist 13 Grade Control Resource Geologist 19 Geologist 8 Geological Technician 24 Sampler 38 Health & Safety Health, Safety & Training Manager 13 Health, Safety & Training Senior Coordinator 13 Health & Safety Field Coordinator 14 ERT Specialist 4 Human Resources Human Resources Manager 13 Payroll Specialist 5 Senior Advisor, Aboriginal Affairs 7 Employee Relations Coordinator 6 Human Resources Administrative Assistant 2 Recruiter 1 Information Technology IT Superintendent / Manager 12 IT Communications Specialist / IT Coordinator 7 IT Data Analyst 0 IT Telecom Technician 6 Infrastructure Maintenance Infrastructure Maintenance / Site Services Superviser 6 Carpenter 2

21



Plumber / Gas Fitter 1 Refrigeration / HVAC / Appliance Technician 0 Millwright 20 Mobile Equipment Operator 5 Process Solids Labourers 18 Water Treatment Technicians 18 Boom Truck / Crane Operator/nipper 9 Waste Management Technician 0 Mine Maintenance Mine Maintenance Superintendent 13 Mine Maintenance Planner 18 Mine Maintenance Administrative Assistant 0 Lead Electrician 12 Tireman 12 Tireman Helper 12 Field Welder 5 Light Duty Mechanic 13 Fuel / Lube Truck Technician 23 Drill Technician 52 Heavy Duty Mechanic 238 Mechanic Helper 30 Ancillary Equipment Mechanics 122 Wash Bay Attendant 23 Mine Operations Manager of Mining 7 Mine Superintendent 13 Mine Supervisor 48 Mine Trainer 16 Mine Administrative Assistant 5 Hoist Operator 7 Loader Operators 69 Scoop tram Operator (haulage) 54 Shovel Operators 45 Mine Leaders 53 Shift Supervisor/ Dispatcher 49 Haul Truck Operator 436 Miners (stope ) 121 Miners (Raise ) 61 Blasting Leader 12 Blasting Engineer 6 Blasting Tech 12 Blast Crew Worker 37 SMU Operator 24 Ancillary Equipment Operators 122 Drill Operator 41 Dozer Operator 21 Grader Operator 42 Cage Tenders 6 Nippers 35 Ore Flow (crusher , Rockbreaker, Conveyor operator 23

22



Deckman/Yardman 19 General Labourer (mine Trainees) 77 Process Plant Process Plant Superintendent 13 Mill General Foreman 13 Chief Metallurgist 13 Process Plant Supervisor 45 Senior Metallurgist / Chief Chemist 13 Process Plant Trainer 9 Central Control Room Operator 27 Grinding Operator 62 Crusher Operator (Primary & Secondary) 62 CU Float Operator 3 PGM Float Operator 5 Nickel Float Operator 12 Iron Ore Processing 0 Chromite Processing 27 Filter Operator 24 Elution / EW Operator 36 Gold Room Operator 36 Process Plant Administrative Assistant 1 Reagent Operator 62 Metallurgical / Sample Preparatory Technician 70 Concentrate Loadout 11 Operator Helper / Labourer 38 Process Plant Maintenance Process Plant Maintenance Superintendent / General Foreman 13 Process Plant Maintenance Mechanical Supervisor 10 Process Plant Maintenance Electrical Superintendent / General Foreman 12

Process Plant Maintenance Electrical Supervisor 5 Process Plant Senior Maintenance Planner 12 Planner 7 Reliability Specialist 0 Process Plant Electrician 40 Process Plant Mechanic 63 Process Plant Welder 59 Instrumentation Technician 33 Process Control Specialist 27 Tool Crib Attendant 13 Security & Camp Asset Protection Manager 0 Asset Protection Superintendent 0 Asset Protection Supervisor 0 Security Contract 37 Accommodation Catering / Janitorial / Maintenance 92 Plant Site Janitorial 23 Accommodation Coordinator 6 Bus Driver 12

23



Travel Administrator 1 Security & Camp Administrative Assistant 1 Supply Chain Supply Chain Manager 13 Senior Buyer 18 Warehouse Supervisor 13 Warehouse Technician 46 Inventory Management Coordinator 7 Warehouse Stocktaker 30 Purchasing Clerk 7 Logistics Coordinator 11 Technical Services Chief Mining Engineer 7 Senior Mine Technical Engineer 13 Intermediate Mine Engineer 2 Mine Operations Engineer 7 Mining Engineering Technician 14 Mine Surveyor 36 Mine Assistant Surveyor 11 Training & Development Training Superintendent 7 Site Training Coordinator 1 Training Document Control Clerk 7 Total Staff 3,741

From Table 10, it is apparent that the most in demand occupations for the 10 mining projects during the time

period (2014-2024) are “Haul Truck Operators” at an average sustained level of 436 positions, “Miners” at an

average sustained level of 182 positions, “Heavy Duty Mechanics” at an average sustained level of 238

positions, “Ancillary Equipment Operators” at an average sustained level of 122 and “Ancillary Equipment

Mechanics” at an average sustained level of 122. The pathways that prospective members of the mining

workforce can take to receive training in these and other required mining occupations are discussed in

Section 3.

4.5 Employment Trends and Challenges:

As discussed in this section, the cumulative effect of anticipated mining development in Northwestern

Ontario is projected to lead to a sizeable positive employment growth for Northwestern Ontario. However,

it is also important to understand the trends challenges facing the mining industry. According to Kenora

and Rainy River Districts Mining Hiring Requirements Forecasts (NTAB, 2013) and Custom Labour

Market Report - Thunder Bay Mining Industry (NSWPB, 2012), these include:

24


• Labour Shortage: The labour market within Northwestern Ontario is tight, especially for positions that require advanced training, trade certifications, and/or education. Mining companies in the region have expressed concern that there are challenges with attracting and retaining employees for their operations, resulting in skilled positions remaining unfilled.

• Mobile Workforce: The workforce in the mining industry is highly mobile, as the industry is global with many international companies that have operations worldwide. Thus, the competition for skilled labour is high as workers can move from one operation to the other. According to the MIHRC, many skilled mining workers have left the Thunder Bay District and relocated to Southern Ontario or other regions of Canada including Alberta and Saskatoon.

• Aging Workforce: The skilled workforce is aging. The aging workforce will require the Thunder Bay District to replace a large number of experienced workers within the next 5 to 10 years. It has been identified that the average retirement age of mine workers in the region is 59.5 years of age, which is two years sooner than the retirement age of 62 years. Furthermore, the mining industry is also facing more of an aging demographic in the exploration field than in the extraction field, where workers in geosciences and technician roles retire at an average of 62 years of age.

• Immigration: When the local, provincial and national labour market is not able to meet the employment opportunities for a given sector, companies may turn to international sources for talent. Immigrants will be a key source of talent as mining seeks to meet hiring needs in the years ahead. Mining is a global industry and many skilled workers come to Canada to find opportunities. Both efforts to attract immigrants to work in remote communities and streamlining of processes for foreign-credential recognition will be important.

• Mining as a Career of Choice: Fewer young people are entering the Canadian labour market and only a small portion of them are attracted to the mining industry. To meet future needs, industry players will need to coordinate intensified efforts to raise awareness of the mining industry, debunk “mining myths” among young people and remove barriers to youth participation in the industry.

• Aboriginal people: Aboriginal people are well positioned to take advantage of employment opportunities and significantly decrease their regionally high unemployment rates. Although the aboriginal people are well positioned from a demographic standpoint, many require development in literacy and numeracy in order to successfully prepare them for many training and educational programs and to be able to sustain potential employment opportunities. Many residents living in First Nations communities are not mobile. Educational and training institutions, First Nations Education Services, government agencies and mining companies should collaborate to identify training opportunities to help the Aboriginal population maximize their ability to take advantage of the many employment opportunities that will be created from the growth in the regional economy. Lack of adequate housing in communities, doctors, amenities and services will prove problematic in attraction and retention efforts.

• Women: Women are broadly under-represented in the Canadian mining industry, making up just 16% of the workforce. Removing barriers and encouraging women into leadership roles will address both labour shortages and the leadership challenges. Women are also mainly employed in clerical and corporate services roles, with participation lower than 5% in most trades and production roles.

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5 TRAINING Northwestern Ontario offers a variety of training programs with appropriate training institutions in place to

prepare the workforce for direct mining employment on the 10 mining projects in the region. There has

been growing interest in Northwestern Ontario to take education, training and certification related to

mining.

Employment Ontario enables Ontarians to access the services and support they need to succeed in

today's job market by providing a single branded point of access to employment and training programs

and services that individuals and employers need. Integrated service delivery provides effective, relevant

skills training and other employment and career planning services, where and when they are needed that

respond to the needs of employers, job seekers, apprentices and new Canadians.

This section will characterize the available training avenues for potential jobseekers and learners of the

Thunder Bay Region and Northwestern Ontario to access mining related training programs.

5.1 Methodology

This training assessment is based on the education and training assessment of Advantage Northwest:

Mining Readiness Strategy. To identify the available education and training programs, the training

institutions were consulted to determine current training programs and initiatives that are in place to

prepare students for the mining sector. Table 11 below lists the training institutions that were contacted.

Table 11: List of Educational Institutions of Northwestern Ontario Type of Educational

Institution Name of Educational Institution

District School Boards • Thunder Bay Catholic School Board • Lakehead Public School Board • Keewatin Patricia District School Board • Kenora Catholic District School Board • Rainy River District School Board • Superior Greenstone District School Board • Super North Catholic District School Board • Northern Nishnawbe Education Council • Seven Generations Educational Institute

Aboriginal Skills and Employment Training (ASET) Holders and/or Employment Training Centres

• Anishnabek Employment and Training Services (AETS) • Kiikenomaga Kikenjigewen Employment and Training Services

(KKETS) • Oshki-Pimache-O-Win (Oshki) • Shooniyaa Wa-Biitong Training and Employment Centre for

Treaty #3 Area (Shooniyaa) • Sioux Lookout Area Aboriginal Management Board (SLAAMB) • Nokiiwin Tribal Council • Lac Seul Training Centre of Excellence

26


Employment Ontario – Employment Service Providers

• Lake of the Woods Employment Action Project - Kenora • Northwest Employment Works (NEW) - Dryden • Northwest Employment Works – Marathon • Northwest Employment Works - Thunder Bay • Red Lake Career and Employment Services • Sioux-Hudson Employment Centre – Sioux Lookout • Atikokan Employment Centre • YES Employment Services – Nipigon • YES Employment Services – Thunder Bay • Northern Community Development Services – Fort Frances • MTW Employment Services – Greenstone • Crossroads Employment Services - Ignace

Employment Ontario – Literacy Service Providers

• Alpha Thunder Bay • Anishnawbe Skills Development Program – Thunder Bay • Atikokan Literacy Inc. • CHS – Northern Literacy and Lifeskills Program – Thunder Bay • Centre de formation pour adultes de Greenstone (CFAG) • Confederation College – Thunder Bay campus • Confederation College – Geraldton campus • Dryden Literacy Association • Dryden Literacy Association – Ignace service site • Kenamatewin Native Learning Centre - Kenora • Lake of the Woods Adult Learning Line - Kenora • Manitouwadge Learning Centre – Centre de formation • Red Lake District Adult Learning Centre • Red Lake District Adult Learning Centre - Ear Falls service site • Schreiber-Terrace Bay Adult Learning Association • Schreiber-Terrace Bay Adult Learning Association - Marathon • Sioux-Hudson Literacy Council – Sioux Lookout • Thunder Bay Literacy Group • United Native Friendship Centre – Fort Frances • Valley Adult Learning Centre – Fort Frances

College • Confederation College

University • Lakehead University

Each of the school boards were contacted and asked the following:

• What types of programs are offered to prepare students for the skilled trades and occupations in the mining industry?

• How many students are enrolled in these types of classes/courses?

• How are the programs delivered? In classroom or on site?

• Are the programs being conducted in conjunction with another educational institution?

• What is the success rate of those that are enrolled – how many completed those courses?

27


The ASET holders, Confederation College and Lakehead University in the Thunder Bay region listed

above were also part of the Advantage Northwest scope. They were asked to provide updated data for

each course related to mining, specific to enrolment, completion and capacity.

5.2 Training Road Maps

There are a number of options for learners and potential jobseekers of Northwestern Ontario to obtain

training programs in relation to professional, skilled trades and certification in the mining industry. For the

purpose of this study, learners of Northwestern Ontario include students (high school students), adult

learners (mature students), and potential jobseekers (those that are seeking jobs in the mining industry,

or are second career individuals). These learners have the option of seeking mining related training from

the following types of educational institutions and services:

• High School;

• Aboriginal Skills and Employment Training (ASET) holders and/or Employment Training Centres;

• Employment Ontario;

• College;

• University;

• Distance Education; and

• Apprenticeship Programs.

Figure 7 illustrates the general avenues in which the learners can pursue various training programs in

relation to professional, skilled trades and certification in the mining industry. This would then give these

learners an opportunity to access the available occupations on the 10 mining projects in Northwestern

Ontario.

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Figure 7: Road Map – Training to Occupation on Mining Projects

5.2.1 High School

Learners can begin their mining-related training as early as high school. The high schools within the

school boards of Thunder Bay, Kenora and Rainy River regions offer a number of programs to prepare

students for professional and skilled trades jobs in the mining sector. Figure 8 below illustrates the

various ways in which high school students can be trained.

WHO HOW WHERE WHAT LE

ARN

ERS

OF

NO

RTHW

ESTE

RN O

NTA

RIO

High School

Aboriginal Skills and Employment Training (ASET) Holders and/or Employment

Training Centres

College

University VA

RIO

US

TRAI

NIN

G PR

OGR

AMS

IN R

ELAT

ION

TO

PRO

FESS

ION

AL, S

KILL

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ES A

ND

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IFIC

ATIO

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ININ

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AVAI

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ININ

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ROJE

CTS

ROAD MAP: TRAINING TO OCCUPATION ON MINING PROJECTS

Students

Adult Learners

Potential Jobseeker

Distance Education

Apprenticeships

Employment Ontario

29


Figure 8: High School Road Map

Elementary School

Students

Students Enhancing their

GED

REGIONAL SCHOOL BOARDS • Thunder Bay Catholic School Board • Lakehead Public School Board • Keewatin Patricia District School Board • Kenora Catholic District School Board • Rainy River District School Board • Superior Greenstone District School Board • Superior North Catholic District School Board • Northern Nishnawbe Education Council • Seven Generations Educational Institute

DUAL CREDIT PROGRAMS

• Basic Hand Tools and Safety of the Construction Industry

• Mining • Technological

Studies • Drafting

Techniques • Electrical,

Electronics and Fuel Systems

• Applied Math for Technology I

• T-Joints Welding

CO-OP PROGRAMS

• Automotive • Construction • Welding • Drafting

SPECIALIST HIGH SKILLS MAJOR PROGRAM

• Mining • Construction • Automotive • Welding

ONTARIO YOUTH APPRENTICESHIP

PROGRAM • Welder • Carpenter

AVAILABLE OCCUPATIONS IN MINING

COLLEGE UNIVERSITY

ROAD M

AP: ABORIGIN

AL & N

ON

-ABORIG

INAL HIGH SCHO

OL EDU

CATION

TO M

ININ

G OCCU

PATION

S

WHO

WHERE

HOW

WHAT

FURTHER EDUCATION

DISTANCE EDUCATION APPRENTICESHIPS

30


As shown, high school students within the school districts of Thunder Bay, Kenora and Rainy River have

the following options:

• Dual Credit Programs: These programs are delivered in conjunction with Confederation College. Dual credit programs allow students, while they are still in secondary school to take a college or apprenticeship course that will count towards both the Ontario Secondary School Diploma and post-secondary certificate, diploma, degree or apprenticeship certificate. They also allow a successful transition to a post-secondary or apprenticeship program. Mining related dual credit programs offered within Thunder Bay, Kenora and Rainy River districts include:

o Basic Hand Tools and Safety of the Construction Industry;

o Mining;

o Technological Studies;

o Drafting Techniques;

o Electrical, Electronics and Fuel Systems;

o Applied Math for Technology I; and

o T-joints welding.

• Co-Op Programs: These programs are ways of learning that combine in-class learning with periods of actual work. This work experience is called a co-op placement and is generally unpaid. While on placement, students are able to network and interact with employers, gain valuable work experience in a chosen field, while earning academic credits that count toward their high school diploma. Co-op programs in relation to mining that are offered at secondary schools include, but are not limited to:

o Mining

o Construction

o Automotive

o Welding

• Specialist High Skills Major Program (SHSM): This program allows students to focus on a career path that matches their skills and interests while meeting the requirements of obtaining a high school diploma. Students are to receive the SHSM seal on their diploma when they complete a specific number of 8-10 courses in their selected field, earn valuable industry certifications including first aid and CPR qualification, and gain important skills on the job with employers.

• Ontario Youth Apprenticeship Program: Students are able to participate in the program through the high school. It is a school-to-work transition program offered through Ontario secondary schools. The high schools register the students as apprenticeships in order to fulfill their apprenticeship hours. Full-time students in Grades 11 and 12 can earn co-operative education credits through work placements in skilled trades.

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5.2.2 Seven Generations Education Institute

The Seven Generations Education Institute (SGEI), located in Thunder Bay, Fort Frances and Kenora, is

dedicated to excellence in lifelong learning through community-based and student-centred learning

opportunities of First Nation community members. SGEI encompasses the traditional education process

by blending culture, tradition, information and technology. SGEI’s primary objective is to continue

developing and implementing an education system that always takes into account the next Seven

Generations. They will meet the needs of the present without compromising future generations and

educate their people so they will succeed in the modern world.

SGEI has secondary schools in 19 locations, 14 of which are in First Nation communities. The secondary

school is Ministry accredited as a high school, and is operated in partnership with the Keewatin Patricia

School Board. There are approximately 1000 students in the secondary school. Adult programs are

delivered in the school.

SGEI services youth out of high school and mature students. Currently, there are approximately 152

learners in seven (7) First Nation communities. Approximately 75% of these learners go on to further

training.

SGEI provides a number of training programs and services to these learners, including the following:

• Mining Foundations;

• Pre-Technology – to prepare students for trades;

• College Readiness – a 360 hour essential skills course to prepare learners for college;

• Essential Skills for Trades – including math and communications preparation and preparation for trades;

• Pre-Employment – 245 hour preparation program for grade 12 students to upgrade English, Math and Life Skills. Of the 190 learners enrolled, 162 are employed.

SGEI delivers these programs by going to the community or localizing the programs. These are

traditional courses that are taught by a teacher. For the essential skills program, it is web-based with

traditional materials.

5.2.3 ASET Holders / Employment Training Centres

Aboriginal learners, including high school students and adult learners, also have the option of seeking

further training through Aboriginal training centres. These aboriginal training centres typically partner with

colleges and universities to offer/fund Aboriginal students degree programs, apprenticeships, certificate

programs and diploma programs. Some Aboriginal training centres also provide secondary school

programming, continuing education, and literacy and basic skills upgrading. Table 12 below lists and

outlines the ASET Holders and the Employment Training Centres in Northwestern Ontario.

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Table 12: ASET Holders / Employment Training Centres in Northwestern Ontario

Aboriginal Institute Description

Anishnabek Employment and Training Services (AETS)

AETS provides services to assist in the development of a skilled Aboriginal workforce through the provision of individual and community-based employment and training programs. AETS provides program interventions including course purchases, wage subsidies and employment start-ups for participants focused on re-entering the labour force. The following nine (9) First Nation communities are members with AETS:

• Animbiigoo Zaagi’igan Anishinaabek (Lake Nipigon Ojibway) • Biinjitiwaabik Zaaging Anishinaabek (Rocky Bay First Nation) • Bingwi Neyaashi Anishinabek (Sand Point) • Kiashke Zaaging Anishinaabek (Gull Bay First Nation) • Michipicoten First Nation • Ojibways of the Pic River First Nation • Pays Plat First Nation • Pic Mobert First Nation • Red Rock Indian Band

AETS has approximately 500 program participants per year. AETS offers training programs for Aboriginal people including a Mining Essentials Program and Natural Resources Training to Employment Program (NRTE).

Kiikenomaga Kikenjigewen Employment and Training Services (KKETS)

KKETS offers employment & training services and programs: • Individual Initiative Assistance for Personal Employment or

Education; • Financial Support & Assistance; • Post-Secondary Certificate Program Courses; • Literacy & Essential Upgrading of Academic Skills; • Targeted Wage Subsidy for Employers and Employees; and • Apprenticeship Trades Training Program.

KKETS is committed to delivering relevant, demand driven programs that meet the needs of employers and trainees by ensuring a better skilled Aboriginal workforce for all Matawa First Nations. Support services are offered to assist First Nations that include financial tools and resources, educational workshops, flexible regional service delivery and on-going access to training, in addition to equity and fairness among all Matawa members. In November 2012, KKETS launched a new training program – Aboriginal Skills Advancement Pilot Program (ASAPP). The purpose of ASAPP is to train Matawa First Nations members in basic skills such as literacy and numeracy, GED, life skills and pre-apprenticeship training.

Oshki-Pimache-O-Win (Oshki)

• Oshki is mandated to provide education and training opportunities to the people of Nishnawbe Aski Nation and surrounding area. Oshki provides excellence in post-secondary education by meeting the educational and cultural needs of the members and communities of NAN. OSHKI works with regional colleges and universities and other partners to: Ensure quality programming.

• Improve and increase opportunities for access. • Share beneficial resources and information. • Collaborate on the development and delivery of courses,

33


Aboriginal Institute Description programs and other projects.

• Promote the retention and success of Aboriginal students. • Respond to employment and training needs within the

communities of Nishnawbe Aski Nation. • Contribute to the advancement of self-governance, sustainable

economic development and self-sufficiency within the communities of Nishnawbe Aski Nation.

Oshki is currently designing programs to get ready for the activity in the Ring of Fire; however, they have yet to deliver any programs. Programs being designed include: life skills training, essential skills training and pre-employment.

Sioux Lookout Area Aboriginal Management Board (SLAAMB)

SLAAMB addresses the employment and training needs in the geographical area. SLAAMB has 24 First Nations in its area, as well as 6 native organizations located in the town of Sioux Lookout. At the time of research, SLAAMB was not offering programs. Instead, the institute provides information to potential job seekers on future job opportunities within the area. SLAAMB is designing training programs for the following:

• Upgrading – to help Aboriginal population obtain Grade 12 math and English credits;

• Cross Cultural Training – to help Aboriginal and non-Aboriginal people to learn cultural differences and to work with each other;

• Preparing for apprenticeships; and • Programs for the area of trades.

Shooniyaa Wa-Biitong Training and Employment Centre for Treaty #3 Area (Shooniyaa)

Shooniyaa provides administrative and program delivery services for the implementation of the Pathways to Success strategy on behalf of the Grand Council Treaty #3. Shooniya does not deliver training programs; rather they fund individuals and project based training for skills training.

Nokiiwin Tribal Council Nokiiwin Tribal Council services a number of core areas in: Governance, Finance, Technical Services, Economic Development and Community Planning for First Nations in the Robinson-Superior Treaty area.

Source: Advantage Northwest: Mining Readiness Strategy

Figure 9 outlines the pathway for learners should they go through any of the Aboriginal training centres in

search for additional training or funded training programs.

5.2.4 Nokiiwin Tribal Council

Nokiiwin Tribal Council services a number of core areas in: Governance, Finance, Technical Services,

Economic Development and Community Planning for First Nations in the Robinson-Superior Treaty area.

Nokiiwin member communities are currently involved in, or planning the following initiatives:

• Prospecting and Staking Course: Introductory level – Kiaske Zaaging Anishinabek local delivery (November 2013); Pic Mobert First Nation (July 2013), Biinjitiwaabik Zaaging Anishinaabek, Animbiigoo Zaai’igan Anishinaabek, Bingwi Neyaashi Anishinaabek together at

34


BZA (October 28-November 1, 2013); and all Nokiiwin Communities for urban dwellers in Thunder Bay (April 2014);

• Role Model Development Program – Mining: Program to identify and promote community members who have careers in the mining sector: posters, interviews, school appearances, etc. This program is ongoing.

• Proposed Environmental Monitor Program: This is to be done through AETS.

• Proposed Cultural Heritage Development Worker Program: This is to be done through AETS. To assist consultants for cultural/archeological land assessments.

• Nokiiwin Community Business Directory – to identify all potential business opportunities including potential subcontractors.

35


Figure 9: ASET Holders and/or Employment Training Centres Road Map

Aboriginal High School Students

Aboriginal Adult Learners

ABORIGINAL TRAINING CENTRES • ASET Holders • Training Centres • Tribal Councils


ROAD M

AP: NO

N-PO

STSECON

DARY ABORIGIN

AL TRAININ

G PROGRAM

S TO M

ININ

G OCCU

PATION

S WHO

WHERE

HOW

WHAT

ANISHNABEK EMPLOYMENT AND TRAINING SERVICES

(AETS) • Mining Essential Program • Natural Resources Training

and Employment Program (NRTE):

• Diamond Driller Helper • Sawmill Worker Training

Program • Aboriginal Hospitality and

Tourism Training Program • Commercial Fisherman • Business Management &

Entrepreneurship • Line Cutting • Truck Driving

Potential Aboriginal Jobseekers Seeking

Funding

FURTHER EDUCATION

COLLEGE

KIIKENOMAGA KIKENJIGEWEN

EMPLOYMENT AND TRAINING SERVICES

(KKETS) • Individual Initiative

Assistance for Personal Employment or Education

• Financial Support and Assistance

• Post-secondary Certificate Program Courses

• Literacy and Essential Upgrading of Academic Skills

• Targeted Wage Subsidies for Employers and Employees

• Apprenticeship Trades Training Program

OSHKI-PIMACHE-O-WIN (OSHKI)

• Building Mining Literacy Skills

• Essential Skills Upgrading • Mining Essentials Program

SIOUX LOOKOUT AREA ABORIGINAL

MANAGEMENT BOARD (SLAAMB)

• Enhancing math and English skills

NOKIIWIN TRIBAL COUNCIL

UNIVERSITY

SHOONIYAA WA-BIITONG TRAINING AND EMPLOYMENT CENTRE FOR TREATY

#3 AREA (SHOONIYAA)

• Provides funding for individuals and project based training for skills trades.

APPRENTICESHIPS DISTANCE

EDUCATION

36


5.2.5 Employment Ontario

Employment Ontario is a cross-Ministry service that can provide solutions for individuals seeking access

to the mining industry. Integrated Local Labour Market Planning (ILLMP) serves to guide the delivery of a

full suite of employment and literacy services in a model that allows for tailoring in a community

depending on the segments represented, geographic dispersion and labour market needs.Information

and referral processes make it easier for adults looking to enter the mining industry to find Ontario

government funded employment and training services.

Employment Ontario deliver services through a network of regionally based Employment Service

Providers and Literacy Service Providers located throughout the Northwest

Table 13: Employment Ontario (Network of Employment and Literacy Service Providers)

Employment Ontario Description

Employment Ontario – Employment Service Providers

Employment Service offers a range of resources, supports and service components to respond to the career and employment needs of individuals and the skilled labour needs of employers. It can help individuals on a path to higher skill training and employment. The five components of the Employment Service provide a highly flexible tool kit of services that can be customized to a client‘s particular needs There are twelve Service Providers in the Northwest with seventeen sites servicing approximately 6,559 job seekers between April 1, 2012 and March 31, 2013.

Employment Ontario – Literacy Service Providers

LBS service providers deliver coordinated, quality services which are responsive to emerging needs (identified by the community and government) within an integrated training and employment system. The Ministry enters into contractual agreements with community-based organizations, school boards, and colleges of applied arts and technology throughout the province to provide the following services: • Information and Referral • Assessment • Learner Plan Development • Training • Follow-up

Together, these services constitute a cycle of learning which clearly lays out the requirements of the learner’s goal and follows and evaluates the learner plan to achieve the goal. There are fifteen LBS agencies in the Northwest region, with twenty service sites, that served approximately 1600 adult learners in 2012-13.

37


Figure 10: Employment Ontario Road Map

Potential Job Seekers

Adult Learners

Employment Ontario Service Providers • Employment Service Providers • Literacy and Basic Skills Program


ROAD M

AP: EMPLOYM

ENT O

NTARIO

PROGRAM

S AND SERVICES TO

MIN

ING O

CCUPATIO

NS

WHO

WHERE

HOW

WHAT

Employers Wanting to Hire

FURTHER EDUCATION

COLLEGE

LITERACY AND BASIC SKILLS

• Literacy and Essential Skills Assessment And Learning Plan Development

• Literacy and Essential Upgrading of Academic Skills

• Learner Financial Supports and Assistance

• Access to Further Education and Training

• Grade 12 Equivalency

• Apprenticeship and Trades Preparation (Trade Qualifiers)

UNIVERSITY

APPRENTICESHIPS DISTANCE

EDUCATION

POTENTIAL JOB SEEKERS

• Personalized Assistance for Employment (Career/Job Search, Resume, Interview Skills)

• Self-Employment • Financial Support

and Assistance • Referral for

Assessment, Further Education or Training

• Working in the Skilled Trades

• New to Ontario • Need help with

Language Skills • Targeted Wage

Subsidies for Employers and Employees

EMPLOYERS WANTING TO HIRE

• Financial Incentives for Employers

• Apprenticeship Training Tax Credits

• Access to Specialized Training

• Assistance with Downsizing in Layoffs

• Forecasting Training and Hiring Needs

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5.2.6 College

Confederation College is the college of Northwestern Ontario. Established in 1967, it offers a full range of

programs and educational services throughout the Region, including:

• Full-time post-secondary programs;

• Part-time credit courses;

• Non-credit courses;

• Specialty programs for business and industry;

• Pre-employment and skills training;

• Apprenticeships;

• Cooperative/workplace training programs;

• Centre for Policy in Aboriginal Learning;

• Academic Upgrading programs;

• Centre for Continuing Education;

• School College Work Initiative;

• Apprenticeship training;

• Employment Services;

• Applied Research; and

• International Education Centre.

Educational programming is offered through a creative combination of traditional on-campus and distance

education modes of delivery.

Confederation College has 662 employees, 4,000 full-time students, 8,000 part-time students and 31,000

alumni. The College has nine (9) regional campuses across Northwestern Ontario to assist in the delivery

of programs in more remote areas. These campuses are [4]:

• Thunder Bay (Main Campus);

• Greenstone Campus (Geraldton);

• Northshore Campus (Marathon);

• Wawa Campus;

• Dryden Campus;

• Lake of the Woods Campus (Kenora);

• Rainy River District Campus

(Fort Frances);

• Red Lake Campus; and

• Sioux Lookout Campus.

Being a college well respected for commercially relevant and practical skills training, Confederation

College is well known for it’s contribution to skills enhancement of young people as well as mature

students looking to upgrade or re-orient their skill sets. Figure 11 below illustrates the college road map

that Northwestern Ontario learners can follow.

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Figure 11: College Road Map

High School Students Adult Learners

NORTHWESTERN ONTARIO COLLEGE

• Confederation College


ROAD M

AP: POST SECO

NDARY ABO

RIGINAL &

NO

N-ABO

RIGIN

AL EDUCATIO

N TO

MIN

ING O

CCUPATIO

NS

WHO

WHERE

HOW

WHAT

ENGINEERING TECHNOLOGY

• Architectural Technology • Civil Engineering

Technology • Electronics Engineering

Technician – Computers • Electrical Engineering

Technology • Instrumentation

Engineering Technician – Process Automation and Control

• Instrumentation Apprenticeship

• Mechanical Engineering Technician

• Pre-Technology

APPRENTICESHIP PROGRAMS

• Automotive Service Technician

• General Carpenter • Cook • Electrical Construction

and Maintenance • Industrial Electrician • Instrumentation Co-op

Diploma Apprenticeship • Heavy Duty Equipment

Technician • Industrial Mechanic

Millwright • Roofer • Truck and Coach

Technician • Welding

SKILLED TRADES • Construction

Techniques • Mechanical

Techniques • Motive Power

Techniques – Automotive

• Motive Power Techniques – Heavy Equipment

• Power Engineering Technician

• Welding Techniques

NATURAL RESOURCES • Environmental Technician • Forest Ecosystem Management Technician • Mining Techniques

TRAINING & DEVELOPMENT

• Mining Essentials and Common Core

• Project Management Training

• Railway Conductor Training

• Surface Diamond Driller’s Helper

BUSINESS • Business – Accounting • Business

Administration – Accounting

• Business – Human Resources

• Business Administration – Human Resources

• Business Human Resources Management (post diploma)

• Business – Marketing • Business

Administration – Marketing

• Business Fundamentals

• International Business & Trade

• Office Administration – General

DUAL CREDIT PROGRAMS • Basic Hand Tools and Safety

of the Construction Industry • Mining • Technological Studies • Drafting Techniques • Electrical, Electronics and

Fuel Systems • Applied Math for

Technology I • T-Joints Welding

NORTHEASTERN ONTARIO COLLEGES

• Boreal College • Cambrian College • Northern College • Sault College • Canadore College

Potential Jobseekers

FURTHER EDUCATION UNIVERSITY COLLEGE APPRENTICESHIPS

40


As shown in the figure, Confederation College and the other Northern Ontario colleges offer a variety of

programs to prepare learners and jobseekers for mining-related professional, skilled trades and

certification that would lead to direct employment on the 10 mining projects within Northwestern Ontario.

5.2.7 University

Lakehead University, located in Thunder Bay, is a comprehensive university and is well positioned to

prepare learners and jobseekers for professional occupations in the mining industry. The university offers

a broad range of degree and diploma programs within ten faculties, including:

• Business Administration;

• Education;

• Engineering;

• Natural Resources Management;

• Health and Behavioral Sciences;

• Law;

• Medical School (Thunder Bay campus);

• Science and Environmental Studies;

• Social Sciences and Humanities; and

• Graduate Studies.

Figure 12 demonstrates the pathway learners and potential jobseekers can take through university that

would lead them to direct mining occupations on the 10 mining projects in Northwestern Ontario.

In 2013, Lakehead University established the Centre of Excellence for Sustainable Mining and

Exploration (CESME). The Centre will undertake community based research activities related to resource

development in Northern Ontario. The Centre will encourage and support research, education and

outreach activities pertaining to the nature and impacts of mineral resource exploration and extraction in

Northern Ontario. CESME will help to address challenges such as how to undertake sustainable

economic development, ensuring environmental protection and respecting Aboriginal and Treaty rights.

For example, in addition to mineral deposit and environmental studies, CESME will be investigating the

social impacts of resource development, including, but not limited to:

• Impact of road access to remote communities,

• New population entering territory that is general First Nation,

• Impact of increased wealth from wages, and

• How development affects traditional lifestyles.

41


CESME maintains three pillars: 1) Mining and Exploration; 2) Environmental Impact; and 3) Collaboration

with First Nation, Metis and local communities. CESME will be inclusive by taking a collaborative

approach and partnering with First Nations, Metis, government and industry.

42


Figure 12: University Road Map

High School Students

Adult Learners

NORTHWESTERN ONTARIO UNIVERSITY

• Lakehead University

AVAILABLE OCCUPATIONS ON THE 10 MINING PROJECTS

ROAD M

AP: POST SECO

NDARY ABO

RIGINAL &

NO

N-ABO

RIGIN

AL EDUCATIO

N TO

MIN

ING O

CCUPATIO

NS

WHO

WHERE

HOW

WHAT

FACULTY OF ENVIRONMENTAL

MANAGEMENT • Environmental

Management Specializations in: • Wildlife

Conservation and Management

• Conservation Planning and Management

• Directed Learning Option (co-op option available)

FACULTY OF BUSINESS

• Management • Financial and Managerial

Accounting • Human Resources

Management • Microcomputers • Marketing • Production • Finance and

Organizational Behavior

FACULTY OF ECONOMICS

• Economics • Economics with

Mathematics • Resource and

Environmental Economics

DEPARTMENT OF GEOLOGY

• Geology

FACULTY OF ENVIRONMENTAL

STUDIES • Earth Science, with

Geography Major • Geography

DEPARTMENT OF GEOGRAPHY

• Physical Geography • Environmental

Science – Geography • Environmental

Studies – Geography • Certificate in Mapping

Sciences (Geometrics)

FACULTY OF ENGINEERING Degrees in: • Chemical Engineering • Civil Engineering • Electrical Engineering • Mechanical Engineering • Software Engineering Diploma in Engineering Technology:

• Chemical Engineering • Civil Engineering • Electrical Engineering • Mechanical Engineering • Software Engineering

NORTHERN ONTARIO UNIVERSITY

• Laurentian University


FURTHER EDUCATION

COLLEGE

DEPARTMENT OF RESOURCE AND

ENVIRONMENTAL SCIENCE

• Resource and Environmental Science

DEPARTMENT OF WATER

RESOURCE SCIENCE

• Water Resource Science

UNIVERSITY APPRENTICESHIPS

43


As shown in the road map, the relevant programs and faculties to direct mining employment include:

• Engineering;

• Business;

• Economics;

• Geology;

• Environmental Management;

• Environmental Studies;

• Geography;

• Resource and Environmental Science; and

• Water Science.

5.2.8 Distance Education

It is recognized that there are geographical barriers in some communities in Northern Ontario for learners

to access in-classroom training. As such, learners of Northern Ontario who wish to seek distance

education can do so through the Ontario Online Learning Portal for Students through Contact North. This

is an outlet for students to access English and French information on more than 18,000 courses and

1,000 programs available online and at distance from Ontario’s public colleges, universities literacy and

other training providers.

On-line academic supports are also available to help upgrade skills before entry into further education,

training or apprenticeship. They can be freely accessed from the following Literacy and Basic Skills (LBS)

agencies.

The Learning Hub (Anglophone Stream)

• e-Channel provides adult learners with the opportunity to upgrade reading, writing, math,

computer another skills free of charge and a flexible, online learning environment

Good Learning Anywhere (Native Stream)

• e-Channel courses offered free of charge, including academic grading and pre-GED material

(Le service de formation à distance pour adultes de L’Ontario (Francophone Stream)

• e-Channel learning

Deaf Learner: Deaf Distance Site (Deaf Stream)

• e-Channel learning

Academic and Career Entrance (ACE)

44


• online courses to help improve math skills to succeed in the in-school portion of

apprenticeship training or prepare to write the Certificate of Qualification Exam (C of Q)

Figure 13 demonstrates the road map to distance education.

45


Figure 13: Distance Education Road Map

High School

Students

Adult Learners

DISTANCE EDUCATION

• Contact North – Ontario Online Learning Portal for Students

• MTCU e-Channel Delivery • College Sector Committee for Academic

Upgrading (ACE Online)


ROAD M

AP: DISTANCE EDU

CATION

FOR ABO

RIGINAL &

NO

N-ABO

RIGINAL TO

MIN

ING O

CCUPATIO

NS

WHO

WHERE

HOW

WHAT

Through the 112 Access Centres within Ontario (http://studyonline.ca/student-services/access-centres/list)

Contact a Local LBS Service Provider to Explore

Access to Online Services


FURTHER EDUCATION COLLEGE UNIVERSITY APPRENTICESHIPS

http://studyonline.ca/student-services/access-centres/list

46


5.2.9 Apprenticeship

Learners of Northwestern Ontario can access apprenticeship programs through the Northern Ontario

colleges. Apprenticeship programs are offered at Ontario colleges to provide individuals with training

opportunities for individuals working in skilled trade areas who want to expand and refine their skills to a

new level of expertise in their field. Apprentices will work closely with a journeyperson to learn a skilled

occupation by obtaining in-school training and on-the-job training. These apprenticeship programs last

between 2 and 5 years, with the majority of the hours completed on the job site.

Learners can also access Employment Ontario services to explore their interest in apprenticeship.

Employment service providers can help adults explore their interest in a trade and help them negotiate

the challenging apprenticeship process. Literacy and Basic Skills (LBS) providers can provide essential

skills assessment and skill preparation specific to the trade. Learners may access employment Ontario

services throughout the Northwest.

Many older trade workers, particularly those in the construction trades, now require further education

(grade 12) or trade certification for employment purposes. These individuals are referred to as trade

qualifiers meaning they have not completed an apprenticeship program but have acquired enough

practical work experience to write the examination (i.e., the required hours) to obtain the Certificate of

Qualification (or certificate of competence). LBS agencies are well-equipped to support apprenticeship

completion.

Figure 14 illustrates the road map to apprenticeship programs through the Northern Ontario colleges.

47


Figure 14: Apprenticeship Road Map

High School Students

Adult Learners

ONTARIO YOUTH APPRENTICESHIP

PROGRAM • This can also be

accessed through the high schools


ROAD M

AP: ABORIGIN

AL & N

ON

-ABORIG

INAL APPREN

TICESHIP PROGRAM

S TO M

ININ

G OCCU

PATION

S WHO

WHERE

HOW

WHAT

APPRENTICESHIP PROGRAMS • Automotive Service Technician • General Carpenter • Cook • Electrical Construction & Maintenance • Industrial Electrician • Instrumentation • Heavy Duty Equipment Technician • Industrial Mechanic Millwright • Roofer • Truck and Coach Technician • Welding


FURTHER EDUCATION

COLLEGE UNIVERSITY DISTANCE EDUCATION

APPRENTICESHIP PROGRAM

This can also be accessed through the colleges, including: • Confederation

College • Boreal College • Cambrian College • Northern College

48


Figure 15 illustrates the road map to apprenticeship completion as a trade qualifier.

Figure 15: Trade Qualifier’s Road Map

Step 1 Meeting a Training Consultant

Step 2 Assessment of previous training

and experience

Applicant meets requirements

Applicant does not meet requirements

Step 3 Application for the Certificate of

Qualification (Registers with OCAT)

Step 4 Examination preparation

(e.g., work experience, pre-exam courses, independent study)

Supplementary training (apprenticeship, upgrading,

language training, as required)

Step 5 Certificate of Qualification Examination

Multiple-choice exam offered by the Ontario Ministry of Training, Colleges and Universities 70% required to pass

Pass

Fail

Rewrite examination

Step 6 Certificate of Qualification

Red Seal interprovincial certification (where applicable)

49


5.3 Employment and Training

It is apparent that there are appropriate training programs and training institutions in place to prepare the

learners of Northwestern Ontario for direct mining employment on the 10 mining projects. There has

been interest in the region to take education and training for positions of mining. Table 13 below

illustrates the current training interest of learners in the region. The table outlines the occupation

categories and the appropriate training program for the occupation categories. Data in this table shows

the enrolment and completion numbers of students in the program which are compared to the annual

average workers of each occupation category. This is to identify the capacity of these programs to

prepare for the required amount of workers for each occupation category.

Table 14: Northwestern Ontario Post-Secondary, Apprenticeship and Non-Postsecondary Programs Related to Mining Employment

Legend

High demand (>50 jobs) Skilled Trades

Skilled Trades in High demand

Occupation Category Job Title

Annual Average Workers

Total Annual

Average Workers

TRAINING PROGRAM / SCHOOL

Enrolment Numbers

(2013/2014)

Completion Numbers

(2012/2013)

Adm

inis

trat

ion,

Fin

ance

& M

anag

emen

t

Vice President / General Manager 8

76

Business Administration - Accounting (Confederation) 24 10

Finance & Administration Manager 12

Business - Accounting (Confederation) 39 34

Office Administration - General (Confederation) 23 51

Business – Human Resources (Confederation) 33 31

Business Analyst 0 Business Administration – Human Resources (Confederation)

10 21

Project Accountant 11 Business Human Resources Management (post diploma) (Confederation)

18

Accountant 5

Business Fundamentals (Confederation) 16 7

International Business & Trade (Confederation) 2

Communications & Community Relations Manager

2

Commerce - Accounting HBComm (Lakehead) 57 9

Commerce - Business Finance HBComm 15 13

50




Total Annual

Average Workers


Enrolment Numbers

(2013/2014)

Completion Numbers

(2012/2013)

(Lakehead)

Executive Assistant 13

Economics, BA / HBA (Lakehead) 23 6

Economics with Mathematics, BA (Lakehead)

2 0

Accounts Payable Clerk 5

Economics, MA (Lakehead) 18 4 Business - Business Economics, HBComm (Lakehead)

4 0

Receptionist 7 Business Management & Entrepreneurship (AETS) - 12

Envi

ronm

ent

Safety Training and Environmental Supervisor / Manager

13

55

Environmental Technician (Confederation) 57 18

Forest Ecosystem Management Technician (Confederation)

47 5

Hydrology Specialist 6

Water Resource to Environmental Technician (Confederation with Lakehead)

3

Mining Techniques (Confederation) 30 14

Environmental Specialist / Technician 19

Mining Essentials and Common Core: o Environmental Monitoring (AETS)

Water & Sewage Treatment Technician 0

Water Resource Science (Lakehead) 28 4

Biology BSc / HBSc, HBESc, etc (Lakehead) 195 35

Environmental Monitor / Coordinator 13

Biology MSc (Lakehead) 30 11 Forestry, HBScF, HBES (Lakehead) 54 18

Database Technician 0 Forestry, MScF (Lakehead) 18 10 Forestry, PhD (Lakehead) 21 9

Community Relations Coordinator 12 Natural Resources

Management, HBEM 72 1

Geo

logy

Chief Geologist 7

111

Geology BSc / HBSc (Lakehead) 80 12

Senior Geologist 13 Geology with Concentration in Physics BSc / HBSc (Lakehead)

5 0

19

Geologist 8 Geology, MSc (Lakehead) 17 3

Geological Technician 24

Sampler 38 Earth Science BSc, HBSc, HBESc, etc (Lakehead) 25 3

51




Total Annual

Average Workers


Enrolment Numbers

(2013/2014)

Completion Numbers

(2012/2013) He

alth

& S

afet

y

Health, Safety & Training Manager 13

60

Mining Essentials and Common Core (Confederation): o Industrial Safety Training

- - Health, Safety & Training Senior Coordinator 13

Health & Safety Field Coordinator 14

ERT Specialist 4

Hum

an R

esou

rces

Human Resources Manager 13

47

Business Administration - Accounting (Confederation) 24 10

Payroll Specialist 5 Business - Accounting (Confederation) 39 34

Senior Advisor, Aboriginal Affairs 7 Office Administration -

General (Confederation) 23 51

Employee Relations Coordinator 6

Business – Human Resources (Confederation) 33 31

Business Administration – Human Resources (Confederation)

10 21

Human Resources Administrative Assistant 2

Business Human Resources Management (post diploma) (Confederation)

18

Business Fundamentals (Confederation) 16 7

Recruiter 1

International Business & Trade (Confederation) 2

Commerce - Human Resources HBComm (Lakehead)

17 13

Info

rmat

ion

Tech

nolo

gy

IT Superintendent / Manager 12

21 IT Communications Specialist / IT Coordinator 7

IT Data Analyst 0

IT Telecom Technician 6

Infr

astr

uctu

re M

aint

enan

ce

Infrastructure Maintenance / Site Services Supervisor 6

142

Construction Techniques (Confederation) 26 11

Carpenter 2 Mechnical Techniques (Confederation) 14 15

Plumber / Gas Fitter 1 Motive Power Techniques: Automotive (Confederation)

14 16

Refrigeration / HVAC / Appliance Technician 0

Motive Power Techniques: Heavy Equipment (Confederation)

26 6

Millwright 20 Power Engineering Technician (Confederation) 12 - Mobile Equipment

Operator 5

52




Total Annual

Average Workers


Enrolment Numbers

(2013/2014)

Completion Numbers

(2012/2013)

Process Solids Labourers 18 Welding Techniques (Confederation) 73 54

Water Treatment Technicians 18

General Carpenter Apprenticeship (Confederation)

39 42

Boom Truck / Crane Operator/nipper 9 Industrial Mechanic

Millwright Apprenticeship (Confederation)

- Waste Management Technician 0

Min

e M

aint

enan

ce

Mine Maintenance Superintendent 13

643


Mine Maintenance Planner 18 Electrical Engineering Technology (Confederation)

55 31

Mine Maintenance Administrative Assistant 0

Instrumentation Engineering Technician - Process Auto & Control (Confederation)

11 8

Lead Electrician 12 Mechanical Techniques (Confederation) 14 15

Tireman 12 Mining Techniques (Confederation) 30 14

Tireman Helper 12 Motive Power Techniques: Automotive (Confederation)

14 6

Field Welder 5 Motive Power Techniques: Heavy Equipment (Confederation)

26 16

Light Duty Mechanic 13 Power Engineering Technician (Confederation) 12

Fuel / Lube Truck Technician 23 Welding Techniques

(Confederation) 73 54

Drill Technician 52

Electrical Construction and Maintenance Apprenticeship (Confederation)

68 40

Heavy Duty Mechanic 238 Industrial Electrician Apprenticeship (Confederation)

- -

Mechanic Helper 30

Heavy Duty Equipment Technician Apprenticeship (Confederation)

10 -

Truck and Coach Technician Apprenticeship (Confederation)

19 -

Ancillary Equipment Mechanics 122

Welding Apprenticeship (Confederation) 7

Mining Essentials and - -

53




Total Annual

Average Workers


Enrolment Numbers

(2013/2014)

Completion Numbers

(2012/2013)

Common Core (Confederation): o Welding Certification (AETS)

Wash Bay Attendant 23

Surface Diamond Driller’s Helper (Confederation) - -

Diamond Driller Helper (AETS) - 53

Min

e O

pera

tions

Manager of Mining 7

1407

Construction Techniques (Confederation) 26 11 Mine Superintendent 13

Mine Supervisor 48 Mine Trainer 16

Electrical Engineering Technology (Confederation)

55 7 Mine Administrative Assistant 5

Hoist Operator 7 Loader Operators 69 Scoop tram Operator (haulage) 54 Instrumentation

Engineering Technician - Process Auto & Control (Confederation)

11 8 Shovel Operators 45 Mine Leaders 53 Shift Supervisor/ Dispatcher 49 Haul Truck Operator 436 Mechanical Techniques

(Confederation) 14 15 Miners (stope ) 121 Miners (Raise ) 61 Mining Techniques

(Confederation) 30 14 Blasting Leader 12 Blasting Engineer 6 Motive Power Techniques:

Automotive (Confederation)

14 6 Blasting Tech 12

Blast Crew Worker 37 Motive Power Techniques: Heavy Equipment (Confederation)

26 16 SMU Operator 24 Ancillary Equipment Operators 122

Drill Operator 41 Power Engineering Technician (Confederation) 12 - Dozer Operator 21

Grader Operator 42 Cage Tenders 6

Welding Techniques (Confederation) 73 54

Nippers 35 Ore Flow (crusher , Rockbreaker, Conveyor operator

23

Deckman/Yardman 19 Mining Essentials (AETS) - 25 General Labourer (mine

Trainees) 77

Proc

ess

Plan

t Process Plant Superintendent 13


55 7 Mill General Foreman 13

54




Total Annual

Average Workers


Enrolment Numbers

(2013/2014)

Completion Numbers

(2012/2013)

Chief Metallurgist 13 Process Plant Supervisor 45


11 8

Senior Metallurgist / Chief Chemist 13

Process Plant Trainer 9 Central Control Room Operator 27

Grinding Operator 62 Mechanical Techniques (Confederation) 14 15 Crusher Operator (Primary

& Secondary) 62

CU Float Operator 3 PGM Float Operator 5 Mining Techniques

(Confederation) 30 14 Ni Float Operator 12 Iron Ore Processing 0


Chromite Processing 30 Filter Operator 24 Elution / EW Operator 36

Gold Room Operator 36 Motive Power Techniques: Automotive (Confederation)

14 6

Process Plant Administrative Assistant 1

Motive Power Techniques: Heavy Equipment (Confederation)

26 16

Reagent Operator 62 Power Engineering Technician (Confederation) 12 -

Metallurgical / Sample Preparatory Technician 70 Welding Techniques


Concentrate Loadout 11 Mining Essentials and Common Core:

o Welding Certification

Operator Helper / Labourer 38

Proc

ess P

lant

Mai

nten

ance

Process Plant Maintenance Superintendent / General Foreman

13

254


Process Plant Maintenance Mechanical Supervisor 10


55 7

Process Plant Maintenance Electrical Superintendent / General Foreman

12


11 8

Process Plant Maintenance Electrical Supervisor 5 Mechanical Techniques


Process Plant Senior Maintenance Planner 12 Mining Techniques


Planner 7 Motive Power Techniques: Automotive (Confederation)

14 6

55




Total Annual

Average Workers


Enrolment Numbers

(2013/2014)

Completion Numbers

(2012/2013)

Reliability Specialist 0 Motive Power Techniques: Heavy Equipment (Confederation)

26 16

Process Plant Electrician 40 Power Engineering Technician (Confederation) 12 -

Process Plant Mechanic 63 Welding Techniques (Confederation) 73 54

Process Plant Welder 59

Electrical Construction and Maintenance Apprenticeship (Confederation)

68 40

Instrumentation Technician 33 Industrial Electrician Apprenticeship (Confederation)

- -

Process Control Specialist 27 Instrumentation Co-op Diploma Apprenticeship (Confederation)

- -

Tool Crib Attendant 13 Welding Apprenticeship (Confederation) - -

Secu

rity

& C

amp

Asset Protection Manager 0

229

Cook Apprenticeship (Confederation) - -

Asset Protection Superintendent 0

Asset Protection Supervisor 0 Security Contract 37 Accommodation Catering / Janitorial / Maintenance 92

Plant Site Janitorial 23 Accommodation Coordinator 6

Aboriginal Hospitality and Tourism Training (AETS) - 41

Bus Driver 12 Travel Administrator 1 Security & Camp Administrative Assistant 1

Supp

ly C

hain

Supply Chain Manager 13

141

Senior Buyer 18 Warehouse Supervisor 13 Warehouse Technician 46 Inventory Management Coordinator 7

Warehouse Stocktaker 30 Purchasing Clerk 7

Logistics Coordinator 11

Tech

nica

l Se

rvic

es

Chief Mining Engineer 7 85

Civil Engineering (Confederation) 41 23


55 7

56




Total Annual

Average Workers


Enrolment Numbers

(2013/2014)

Completion Numbers

(2012/2013)

Senior Mine Technical Engineer 13

Electronics Engineering Technology - Computers (Confederation)

12 31

Architectural Technology (Confederation) - -

Intermediate Mine Engineer 2

Instrumentation Engineering Technician – Process Automation and Control (Confederation)

11 8

Mechanical Engineering Technician (Confederation) 18 15

Pre-Technology (Confederation) 73 10

Mine Operations Engineer 7

Instrumentation Apprenticeship (Confederation)

- 12

Chemistry BSc / HBSc (Lakehead) 80 5

Chemistry MSc (Lakehead) - 3

Mining Engineering Technician 14

Chemical Engineering Beng (Lakehead) 87 17

Civil Engineering BEng (Lakehead) 328 87

Electrical Engineering Beng (Lakehead) 180

Mine Surveyor 36

Mechanical Engineering BEng (Lakehead) 216 52

Software Engineering Beng (Lakehead) 26 9

Computer Science BSc / HBSc (Lakehead) 58 11

Mine Assistant Surveyor 11

Computer Science MSc (Lakehead) 30 4

Physical Geography BSc / HBSc / HBESc (Lakehead) 23 7

Trai

ning

&

Deve

lopm

ent Training Superintendent 7

18 Site Training Coordinator 1

Training Document Control Clerk 7

57


Based on the data shown above, it is apparent that the training institutions are preparing learners of

Northwestern Ontario for mining employment. Confederation College offers a significant amount of

training programs and services for Northwestern Ontario. A number of their programs can prepare

learners and jobseekers for the following occupation categories: Administration, Finance and

Management; Environment; Human Resources; Infrastructure Maintenance; Mine Maintenance; Mine

Operations; Process Plant; and Process Plant Maintenance.

Lakehead University also prepares learners and jobseekers of Northwestern Ontario for technical and

management mining positions. More specifically, Lakehead University can prepare learners and

jobseekers for the following occupation categories: Administration, Finance and Management;

Environment; Geology; Technical Services and Engineering.

Based on the data presented in the employment chapter (Section 2) the most required mining positions

are: heavy duty mechanic (230), ancillary equipment mechanics (117), haul truck operators (424), and

miners (stope/raise) (282). The training programs that are related to these positions are delivered out of

Confederation College, which include the following: Heavy Duty Equipment Technician Apprenticeship;

Truck and Coach Technician Apprenticeship; Mining Techniques; and Mining Essentials and Common

Core.

In addition, based on the employment data, it is apparent that there are a number of process plant

positions required on the 10 mining projects. Process Plant occupations require an average of 586

workers and Process Plant Maintenance occupations require an average of 290 workers. While

Confederation College and other training institutions in Northwestern Ontario have the training programs

and facilities in place to train learners, there is a gap in providing training related to process plant

operations. As such, it is suggested that Confederation College and training institutions increase their

capacity in their current programs to prepare students and develop projects to prepare students directly

for process plant operations.

6 CONCLUSIONS In summary, the ten (10) mining projects are anticipated to project a sizeable positive employment growth

for Northwestern Ontario. The region offers a variety of training programs to prepare the local workforce

for direct employment on these projects. As such, the following conclusions can be made:

• The annual average workforce that will be sustained over the time period between 2014-2023 is projected to be 3,655 workers. With challenges such as a tight labour market, retirement rates and mobility of workers, it is important to have education and training programs in place to prepare the local workforce for the available jobs on the mining development projects.

• There needs to be a focus on process plant maintenance/operation occupations for when the mining development projects go into the production phase.

58


7 DISCLAIMER The statements made in this report are based solely on the information obtained to date as part of the

above referenced study. SNC-Lavalin has used its professional judgement in assessing this information

and formulating its opinion and recommendations. New information may result in a change in this

opinion. The mandate at SNC-Lavalin is to perform the tasks prescribed by the Client with the due

diligence of the profession. No other warranty or representation, expressed or implied, as to the accuracy

of the information or recommendations is included or intended in this report. The results of this study

should in no way be construed as a warranty that the subject property is free from any and all

contamination.

SNC-Lavalin disclaims any liability or responsibility to any person or party, other than the party to whom

this report is addressed, for any loss, damage, expense, fine, or penalty which may arise or result from

the use of any information or recommendations contained in this report. Any use which a third party

makes of this report, or any reliance on or decisions made based on it, are the sole responsibility of the

third party.

APPENDIX A

Mining Company Survey

62

APPENDIX B

Employment Visual Timeline

63

Average Annual Employment Level – 3743.7 jobs

64

Average Annual Employment Level – 3743.7 jobs

For more information, please contact:

North Superior Workforce Planning Board

107B Johnson Avenue

Thunder Bay, ON P7B 2V9

Tel: (807) 346-2940

Fax: (807) 344-5464

Website: www.nswpb.ca

Occupational Time Continuum in Mining (March 28-2014)

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