Bill Overview
Title: Mining Schools Act of 2022
Description: This bill establishes a grant program for mining schools to recruit students and enhance educational programs, including those related to critical mineral and rare earth element exploration, extraction, and refining.
Sponsors: Sen. Barrasso, John [R-WY]
Target Audience
Population: People in educational and professional sectors related to mining, minerals, and rare earth elements
Estimated Size: 500000
- The bill targets educational institutions with mining programs, particularly those focusing on teaching exploration, extraction, and refining of minerals and rare earth elements.
- Increasing recruitment and enhancing programs will impact both current and prospective students interested in careers in mining and geology sectors.
- The legislation is likely to attract a growing workforce in the mining sector, particularly in specialized areas like critical minerals and rare earth elements.
- The global mining industry employs millions, and improvements in education related to mining can indirectly affect the industry worldwide by enhancing the workforce.
- There are numerous countries with notable mining operations and educational institutions that could be indirectly impacted by advancements in U.S. mining education.
Reasoning
- I selected a range of people representing different intersections with the mining and geology sectors, including both educational and professional aspects, as the policy is primarily focused on enhancing educational programs.
- The impact on current students and educators in mining and geology programs is expected to be varied; some may see direct benefits while others might not notice significant changes immediately.
- Long-term potential benefits could involve better employment opportunities for graduates and more robust and comprehensive curricula in mining-focused educational institutions.
- Given the budget constraints, not every mining or geology program might receive funding, and the ripple effect on the broader mining industry will be slower and more indirect.
- Concerning commonness, people directly impacted by the policy (such as faculty, students, and potential students of mining programs) are relatively uncommon in the general population.
Simulated Interviews
Mining Engineering Student (Colorado)
Age: 21 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 3/20
Statement of Opinion:
- I hope this grant will improve the resources and technology we have access to in our labs.
- More funding could attract more students like me who are passionate about sustainable mining.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 9 | 6 |
Professor of Geology (Nevada)
Age: 45 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 2/20
Statement of Opinion:
- This funding is a step in the right direction to modernize our curriculum and attract new talent.
- There have been long-standing gaps in funding for the mining education sector which this helps address.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 7 |
Geologist in Training (West Virginia)
Age: 28 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 2.0 years
Commonness: 4/20
Statement of Opinion:
- Better educational programs will produce better-prepared graduates, which is beneficial.
- But I'm skeptical about how soon these changes will actually impact my career or opportunities.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Policy Maker (Virginia)
Age: 52 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 2/20
Statement of Opinion:
- This grant program aligns with the need to secure the U.S. as a leader in mining technologies.
- However, we need to ensure effective implementation to create tangible results.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 7 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Environmental Consultant (Arizona)
Age: 34 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 0.0 years
Commonness: 5/20
Statement of Opinion:
- While education improvement is good, I'm worried this could lead to more aggressive mining practices without environmental safeguards.
- There needs to be a balance in advancing mining technology and protecting the environment.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 5 | 5 |
| Year 3 | 5 | 5 |
| Year 5 | 5 | 5 |
| Year 10 | 5 | 5 |
| Year 20 | 5 | 5 |
Prospective College Student (New Mexico)
Age: 19 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 6.0 years
Commonness: 3/20
Statement of Opinion:
- Scholarships or better programs would make me more inclined towards enrolling in mining-related studies.
- This policy could potentially impact my future career decisions if the opportunities are compelling.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
Mining Company Executive (Michigan)
Age: 40 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 8.0 years
Commonness: 2/20
Statement of Opinion:
- Improving educational programs will benefit our industry long-term by providing a skilled recruiting base.
- Immediate effects might be limited but the potential workforce advantages are significant.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Engineer in Mining Equipment Manufacturing (Pennsylvania)
Age: 29 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 4/20
Statement of Opinion:
- If the educational program leads to advances in mining technology, it can improve safety standards.
- It might take time, but these improvements can indirectly benefit my field by fostering innovation.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 7 | 5 |
High School Counselor (Montana)
Age: 50 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 3/20
Statement of Opinion:
- This policy could help diversify career choices for students interested in science.
- New programs might encourage students to consider careers they previously hadn't thought of.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
Sustainability Analyst (California)
Age: 32 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 0.0 years
Commonness: 4/20
Statement of Opinion:
- The policy could improve the quality of education in critical areas like rare earth elements.
- But significant impact depends on balancing educational focuses and industry demands.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 6 | 6 |
| Year 5 | 6 | 6 |
| Year 10 | 6 | 6 |
| Year 20 | 6 | 6 |
Cost Estimates
Year 1: $10000000 (Low: $7500000, High: $15000000)
Year 2: $10000000 (Low: $7500000, High: $15000000)
Year 3: $10000000 (Low: $7500000, High: $15000000)
Year 5: $10000000 (Low: $7500000, High: $15000000)
Year 10: $0 (Low: $0, High: $0)
Year 100: $0 (Low: $0, High: $0)
Key Considerations
- The necessity to rapidly adapt academic programs to meet the evolving needs of the mining sector, especially in critical minerals.
- Balancing budgetary allocations with funding efficiency to ensure maximum impact without excessive expenditure.
- Long-term monitoring is crucial to assess the success of the program in meeting its goals and adapting if necessary.