1. Capacity needs for managing mining impacts on rivers Neil McIntyre 1, Alan Woodley 1,2, Natasha Danoucaras 1, Neil Coles 3 1. Sustainable Minerals Institute, The University of Queensland 2. School of Computing Science and Electrical Engineering, Queensland University of Technology 3. School of Civil, Environmental and Mining Engineering, The University of Western Australia

2. IM4DC Achievements SUCCESSFUL TRAINING OUTCOMES October 2011 to February 2014 IM4DC delivery GLOBAL CAPACITY-BUILDING OUTPUTS 2012-2015 2749 participants from 65 developing countries 16109 102 participant short courses training days 30.4%1700+ 66 female participation in mining & development action research alumni networkprojects

3. Mining and rivers http://www.abc.net.au/news/2010-01-27/mcarthur-river-mine/310684

4. Mining and healthy economies www.indexmundi.com/g/g.aspx?c=pe&v=69 IMF, World Economic Outlook, 2014

5. Pressure for rapid development Area of new mining claims in Peru 1M 2M 3M 4M 1990 1999 2008 Hectares From: Bebbington and Bury 2009. Institutional challenges for mining and sustainability in Peru www.pnas.org/cgi/doi10.1073/pnas.0906057106 From: Cane, I. Schleger, A. Ali, S. Kemp, D. McIntyre, N. McKenna, P. Lechner, A. Dalaibuyan, B. Lahiri-Dutt, K. and Bulovic, N. (2015). Responsible Mining in Mongolia: Enhancing Positive Engagement. Sustainable Minerals Institute: Brisbane

6. Poorly regulated mines, illegal mines and conflicts with traditional land and water uses

7. IM4DC water projects and their participants Projects: Literature review 3-week knowledge exchange event (Philippines, Mongolia, Indonesia, Ghana, Zambia, Peru) Summer school (Colombia) River ecosystem workshop (Peru) Pilot of Social Water Assessment Protocol (Ghana) Participants: Mining companies Governments (politicians, regulators, scientists) University staff & consultants NGOs Communities Undergraduate and postgraduate students

8. Conclusions and recommendations Research and advanced education staff Lack of staff who have had substantial exposure to good practice and with high-level expertise Need investment in exchanges where staff can be embedded in suitable working environments

9. Conclusions and recommendations University students Baseline skills and knowledge acquired in relevant university courses; but mining poses particular river management problems Graduates do not have balanced view of mining: Need modules embedded in engineering and environmental courses

10. Conclusions and recommendations Mine company staff Limited understanding of interactions with catchment; limited stewardship culture More effective communication with communities and understanding the values attached to water

11. Conclusions and recommendations Policy makers and regulators Good knowledge of the generic water issues Training priorities relate to implementing regulations; disseminating knowledge of risks and technological solutions to communities and miners; and building frameworks for cooperative agreements between mining and other water stakeholders

12. Conclusions and recommendations Community representatives Community need to understand water risks and opportunities from mining; and negotiation skills Small-scale mining communities needs to be informed about low-cost technological solutions that prevent erosion and pollution

13. Concluding messages Healthy rivers - healthy economies is possible in mining regions if good practice is implemented Stakeholders need to know what mining projects can and should achieve by applying good practice Governments in emerging mining regions need to develop capacity to effectively regulate Mining industry needs to develop its land and water stewardship culture and capacity to act

14. n.mcintyre@uq.edu.au

15. Acknowledgements This project was funded by the International Mining for Development Centre (IM4DC). The IM4DC has been established as a joint venture between The University of Western Australia and The University of Queensland, with grant funding from the Australian Government