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|There is a link between the requirements of society and the determination of curricula in tertiary educational institutions. Mineral resources exploration provides a strong example of this link. The resources exploration business engages in scientific, engineering, commercial and management activities in an endeavour to discover economically extractable commodities. Most geoscience and geotechnical graduates are employed by the mineral industry for resource exploration and development. This industry comprises a wide range of employer groups which include the Bureau of Mineral Resources, CSIRO, energy authorities, State geological surveys, State water commissions and private companies. Such employers are variously charged with the task of understanding and utilising earth resources to the benefit of society. It follows therefore, that undergraduate education and post-graduate specialization should be directed towards meeting the needs of employer groups in the geoscientific and geotechnical fields. In the past the training of most Australian geologists has emphasised classical science. This type of training remains of primary importance in the early undergraduate years but there is a need for modern educators to recognise the increased desirability for the inclusion of geotechnical subjects in the curriculum. Modern geo-education should address four main sectors when deciding curricula:|