INTRODUCTION

At its Plenary meeting on 11 March 1996, the IACMST established an ad hoc Working Group (WG) to consider the UK provision of Marine Science and Technology Education and Training (MST E&T). The appointed Chairman of the WG was Professor Ernest Naylor, School of Ocean Sciences, University of Wales - Bangor, an Independent Adviser to the IACMST. Full membership of the WG is given in Annex 1 of this Report.

1 TERMS OF REFERENCE

Consistent with one of its own Terms of Reference 'to ensure that there are satisfactory arrangements for training and education in Marine Science and Technology' the IACMST approved the following Terms of Reference for the WG:

• Assess present and likely future employer demands for E&T, in UK MST;
• Identify and consider the scope and availability of existing E&T mechanisms;
• Identify existing funding sources for MST E&T;
• Comment briefly on international comparisons;
• Consult widely within academia and industry;
• Report to IACMST Plenary in early 1998.

2 PROCEDURE

2.1 The WG met on 14 November 1996, 6 March 1997, 19 May 1997 and 29-30 September 1997. In addition, emerging issues were discussed more widely with the UK MST community in an afternoon session of the IACMST Open Forum held on 12 June 1997.

2.2 During the first meeting of the WG it was agreed that the Report of the Co-ordinating Committee for Marine Science and Technology (CCMST, 1990) and the Government White Paper on Science, Engineering and Technology Realising Our Potential (Cmd.2250, 1993) provided appropriate baseline references from which to work. In addition, individual members agreed to accept responsibility for particular aspects of MST E&T to be considered, with a view to data collection and opinion gathering between formal meetings of the WG.

2.3 The exact scope of 'marine science and technology' is difficult to define. We have generally worked within the definition used by IACMST in its publication An Analysis of Marine-Related Activities in the UK Economy and Supporting Science and Technology (Pugh and Skinner, 1996). This includes those activities which involve working on or in the sea, and those that are involved in the production of goods or the provision of services that will themselves directly contribute to activities on or in the sea. We have concerned ourselves with the education and training necessary to undertake those activities.

2.4 During the period of our work, Government published the Marine Foresight Report Progress Through Partnership (OST March 1997) and the Dearing Report on Higher Education in the Learning Society (HMSO July 1997) which have been taken into consideration during our deliberations. We have also taken account of the Natural Environment Research Council's review of Postgraduate Research Education and Training (1996) and most recent Strategy for Marine Science and Technology (1997).

2.5 Formal consultation with industry was begun by commissioning CFA Management Consultants to undertake a survey of UK marine industries to determine existing R&D capabilities and future needs. The CFA survey concentrated on companies whose activities might be directly impacted by R&D, that is those involving manufacturing or consultancy and high grade service activities. Companies involved in retailing finished goods or acting as agents for companies providing services were excluded (see 3.1). The survey also sought to determine marine industry requirements for trained staff over the next 3-5 years. Results of that survey, to which there was an approximately 30% (81 companies) response, were considered by the WG and followed up by further direct contacts through WG members.

2.6 Wider consultation with industry, academia, government departments, professional bodies and learned societies took place in June 1997 at the IACMST Open Forum when the two discussion items were the Marine Foresight Report and Marine Science and Technology Education and Training. In the latter, sub-group discussions, led by WG members, took place on:

• what employers seek;
• HEI courses and training methods;
• Learning - a lifetime commitment.

Discussion-leader summaries of the deliberations of each sub-group are given in Annex 2.

2.7 Following the Open Forum the WG Chairman wrote to about 90 academic and professional training departments, learned societies and professional institutions, and government departments and agencies, seeking views on specific issues identified by the WG. A 40% response to this circulation was achieved.

2.8 Personal contacts by individual members of the WG permitted some comparisons to be made with European and wider international aspects of MST E&T.

2.9 The Secretariat, in collaboration with departmental representatives on the WG, collated funding aspects of MST E&T.

3 EMPLOYER REQUIREMENTS

3.1 The WG's commissioned survey of employer requirements covered 81 companies (Annex 3), mostly operating in the 'oceans' sector including oceanography, oil and gas, marine environment, marine survey and related areas. A large number of companies which are sales agents or at the 'low' end of technology innovation were excluded. Most of the companies analysed operated on an annual turnover of less than £1M, employing fewer than 25 staff. However three companies had an annual turnover of more than £30M. About 40% employed at least one PhD graduate.

3.2 Seventy-four companies answered the question: 'During the next few years how do you expect your requirement for graduates to change?' The answers are summarised in Table 1. All except the largest companies expected some growth, none projecting a decrease in graduate recruitment. The weighted average increase, based on company size, suggests an overall increase of about 6% in graduate recruitment during the forward projection.

3.3 Table 2 summarises the averaged returns into three categories, depending on the annual company turnover, of sixty-seven companies which responded to the question: what skills do you look for in BSc/BEng recruits? The responses have been ranked in decreasing order of importance based on the number of respondents in each category. A score of 1 is a low priority and a score of 5 is the highest priority. On average, computer/IT literacy is most important, followed by numeracy, writing skills and individual project experience. Specific marine science and technology training and seagoing experience have lower priority. Overall communication and presentation skills ranked high, but, surprisingly, language skills were not considered very important. The Teaching and Research ratings of the university department from which the students come were given the lowest priority, although it is possible that many companies are not aware of these relatively recently-introduced ranking procedures. The perceived university department reputation is moderately important but wider consultation by the WG suggested that many firms had difficulty in comparing standards between HEIs, notwithstanding quality assurance ratings for HEI departments and professional accreditation arrangements in place for engineering courses. It appears that companies look for people with good science and technology skills and the ability to apply them, and the ability to communicate results, though there are some small differences depending on company size. Larger companies are less concerned about numeracy and place more emphasis on writing skills. Small companies give priority to numeracy and to field work experience, and lowest priority to a marine background. Small companies also give great priority to laboratory skills; it appears that they are looking for people who can work independently almost immediately on recruitment.

3.4 Wider consultation by the WG, extended to include shipping and shipbuilding interests, found that the technical standard of new graduate engineers is generally perceived to be undiminished. Computer skills could almost be taken for granted. A good grounding in basic engineering, rather than particular specialist areas, made the graduate more readily re-deployable during his or her career. However, the ability of engineers to explain clearly their work to non-engineers was generally poor. As a consequence firms often tended to look to non-engineers with good communication skills to train as managers. This practice is seen to diminish the status of engineering, reducing its attractiveness to students as a profession. The Association of Graduate Recruiters emphasised the requirement by industry for graduates with wider skills such as team-working, time-management and flexibility. Over-reliance on classroom teaching methods was criticised by several sources.

3.5 In response to questions about the importance of ongoing professional training, companies overwhelmingly (91%) considered it to be important or very important, with particular emphasis on in-house training (Table 3). There was evidence, too, that the private sector appeared to be seeking increased use of external inputs to in-house training, in the form of short course and part-time learning (see 5.6.1).

3.6 Consultation with potential employers in the public sector and in academia emphasised a continuing need for annual recruitment of small numbers of top-grade scientists and engineers with research training and experience, and with specialised skills in key areas. These employers also confirmed that the greatest demand is for MST graduates with rigorous discipline-based training, complemented by numeracy, IT and communication skills, who are prepared to be flexible in broadening their skills after appointment. However, concern was also expressed about the over-broadening of degree training to the detriment of intellectual rigour. Engineers, in particular, expressed concern about the demand for greater emphasis on non-subject-specific skills against the requirements for subject skills imposed by accreditation procedures and the wishes of professional institutions. A recent report by The Royal Academy of Engineering (Engineering Higher Education, 1996) identified an urgent need to increase the numbers of appropriately qualified engineers produced by HEIs to match present and future needs of the employment market. The Academy encouraged further development of 4-year courses to produce top-class engineers who combine design, team-work and inter-personal skills with an understanding of fundamentals of their subject. It was further recommended that 3-year courses should seek to train support engineers who concentrate on problem-based learning and strong interaction with industry to build skills for achieving, within current engineering practice, the best possible products and services.

3.7 A telephone survey by the Challenger Society for Marine Science (CSMS) directed towards potential employers in public sector organisations including NERC, CEFAS and MOD concluded that there were of the order of 40 vacancies for first- and higher degree qualified oceanographers nationally each year. All respondents indicated a willingness to consider candidates with degrees in subjects other than Oceanography or Marine Science. The Challenger Society also suggested that for Marine Science training, too, emphasis on broadening skills should not reduce emphasis on discipline rigour if a supply of top-notch prime movers is to be maintained. This and other evidence that we have received suggests that in marine science, as in marine technology, pressure is building up for the development of more 4-year degree training for intending specialists. This is a particular feature of MST training in view of the breadth of the subject areas involved, and is consistent with recommendations of the Dearing Report (1997) concerning the long-term need for a national framework of higher education qualifications. Inevitably, however, in the face of such developments the fate of some taught Masters courses would be raised into question.

3.8 Several of the industries involved in the marine sector employ people in all levels, from large numbers in, for example, Fishing and Marine Operations to comparatively few in the more academic-related fields or naval architecture. While increases in the level of general education must be encouraged, few would argue for degree level entry into Fishing or Marine Operations. Training, on the other hand, is vital for the healthy future of many nationally important activities. In the past apprenticeships and cadetships were provided by employers to 16 year olds as a means of ensuring access to an up-to-date and competitive workforce. These opportunities have almost disappeared, but the industries, though much altered, continue. They are beginning to report skills shortages, now that the availability of experienced practitioners made redundant from reduced operations has been fully taken up. The framework for corrective action exists. Modern Apprenticeship schemes and NVQs have been set up to address this need, but more must be done if the UK is to satisfy its internal demand for the resources to run its maritime infrastructure and marine transportation and food operations. Serious skills shortages are also reported in the European offshore oil and gas industry, a 1991 report for the Leonardo da Vinci Programme within DGXII of the European Commission stating that ėthere is an acute need for skilled and experienced workers in the industry at all levels'. For the UK the report recommends the development of a unified system of training based upon the best practice of such training in other countries. The training structure of the Ecole Nationale Superieure du Petrole et des Moteurs is recommended as a basis for reviewing present practice within the UK.

It is well known that there has been a large shake-out in the UK ship-building and ship-repair sectors, and this has led to a general perception that these are declining areas. In fact, the survivors are now growing quite rapidly. At the beginning of 1996 UK shipbuilding and repairing employed 25,000 people, expected to increase to 30,000 by the end of 1998. Over the next 10 years the world market is predicted to require 24,000 new ships, and UK shipbuilders are well poised to take a significant share of that market. Marine surveying and insurance are also UK strengths, with economic importance in excess of the UK's internal market. In addition, ship broking, supplies to ships and such support areas are growing, all needing well trained staff.

The market is international and there are several new areas of vigorous growth. British marine sector training, in general, is seen as relevant anywhere in the world, as is evidenced by the extent to which foreign nationals enter the UK vocational training programmes, the international employment opportunities for UK qualified practitioners and the roles played by UK educational and professional institutions as examiners or awarding bodies abroad.

3.9 We conclude therefore that provision of apprentice-type training is essential for many marine-related activities, noting that for seafarer-training it is already Government policy to create conditions in which British shipping activities can compete on fair and equitable terms in international markets. Accordingly, the DETR Transport Report 1997-98 - 1999/00 indicates that, in the light of the world shortage of properly trained seafarers, the Department contributes towards Merchant Navy officer training through the Government Assistance for Training (GAFT) and the Development of Certificated Seafarers (DOCS) schemes. GAFT was designed in 1988 to help train seafarers to their first certificate of competency and DOCS was developed in 1994, to help train British junior officers to the second such certificate. Expenditure on these schemes is given in 6.3.3. The pilot trial of Ship and Industrial Surveyor training to NVQ levels 4 and 5 is another example of a scheme that is becoming mainstream in this area of need.

Concerning MST graduate employment we conclude that a modest increase is expected over the next three years. Private and public sector, and academic employers showed a consensus requirement for a small continuing supply of top flight specialist researchers and a greater requirement for MST graduates with good subject knowledge and cognitive skills complemented by numeracy, IT and communication skills. Such graduates should also be flexible and willing to broaden their skills in employment. These requirements are entirely consistent with recommendations of the Dearing Report which encourages HEIs to develop 'programme specifications' of training outcomes focused on:

• Subject knowledge and understanding;
• Key skills of numeracy, communication and IT;
• Critical specific skills such as cognitive skills, methodologies and critical analysis;
• Laboratory skills.

We concur with these recommendations, and with the further statement in the Dearing Report welcoming increased participation by professional bodies, jointly with academia and its enhanced quality assurance mechanisms, in establishing standards of accreditation. However, on the basis of much of the evidence we received, we recommend that additional generic skills should be taught within, and directly relevant to the degree subject material so that academic rigour in MST graduate training is not reduced. We recommend that HEIs and professional bodies seek to strike a careful balance between discipline-related training and general skills-related components (often referred to as ėtransferable skills') of course programmes, taking account also of the Dearing Report (1997) proposals concerning a national framework of higher education qualifications.

3.10 We also concur with recommendations of the Marine Foresight Report. It supported continued investment in the UK's significant infrastructure and expertise in MST E&T, and urges further progress to incorporate a 'developmental dimension' to provide skills for the global market place. In Section 5 of our Report we identify MST courses developed recently in the UK which provide training, particularly at the MSc level in globally-related topics concerning coastal engineering, marine operations, marine insurance, management of coastal wetlands, and the management and sustainable harvesting of living marine resources.

A recent report by the Institute of Employment Studies (1995) identified likely increased demand for specialised skills in the following MST-related topics: hydrogeology, GIS, remote sensing and waste management techniques. Our deliberations have confirmed these and identified further gaps in provision as follows: ocean modelling, taxonomy, molecular biology, ecotoxicology, GIS skills, and the training of ships officers and engineers.

Training opportunities also now arise following thematic research initiatives and strategic changes in research programmes of UK Research Councils and the EU Framework funding scheme. In the marine sector current emphasis is on topics such as coastal management, marine technologies and management and quality of water, living resource management and ocean forecasting. In addition as outlined in 3.8 and 3.9 we reinforce the conclusions of the Marine Foresight Report that there has been under-investment in training for the skills base of the Shipbuilding and Ship Repair Industries and that the skills requirements of the Marine Equipment Industry should be addressed. Finally we re-emphasise the marketing opportunities identified by the Marine Foresight Report for industry and HEIs concerning the following:

• environmental forecast models;
• environmental information services;
• law of the sea;
• marine technology products, information services and expertise in developing countries;
• technology for offshore oil and gas industries;
• offshore supply;
• marine equipment.

4 STUDENT DEMAND

4.1 Notwithstanding the importance of a national need to consider employer requirements in MST E&T, academics whom we have consulted emphasise repeatedly the importance of student demand in the planning of training programmes. In subject areas in which employment prospects are limited, students who register are often motivated to pursue courses that are of particular interest to them, perhaps in response to an altruistic desire to contribute to the future welfare of society. This approach has benefits, since such strongly motivated students are more likely to obtain the best qualification they are capable of, thus enhancing their employment prospects within or outside their chosen subject area. Engineering and technology courses within MST which are necessarily vocational, tend to be less attractive to students than non-vocational first degree courses in Marine Science (Table 4). Students are attracted by environmental aspects, particularly of courses in Marine Biology, but also in Oceanography, which address issues such as quality of life and sustainable use of natural resources. Some highly vocational courses such as those providing qualifications for seafarers were found to be under-subscribed. A survey carried out for the DTp by Cardiff, University of Wales, indicated a required annual recruitment of 1200 cadets to meet seagoing and shore-side demands of the industry. Yet fewer than 500 were recruited in 1996 despite the acknowledged excellence of Merchant Navy training courses in the UK and a DfEE commitment to newly allocate £4M for such training in 1997.

4.2 With student demand already influencing course funding and design in the manner outlined in 4.1, we note also a comment in the Dearing Report that students are likely to be more demanding of institutions if they are contributing financially to their education. The Working Group recognises that students are being regarded increasingly as 'customers' by HEIs and that their views have to be assessed alongside those of potential employers in the process of course design. The Centre for Marine and Petroleum Technology comments that though ėrelevance to national need' is important it is ėno good running courses that nobody will attend'. Within HEIs, judgement will be required in course development as to whether student demands in the post-Dearing phase will favour more or less vocational training at first degree or equivalent level, in the context of any perceived mismatch between graduate production and job availability in particular subject areas. The judgements will have to be made against possible developments in 4-year degrees, vocational Masters and Diploma courses, and in specialised research training at PhD level. Private and public sector requirements for trained personnel seem inevitably to require greater liaison with academia, coupled with increased provision of financial support through student bursaries and course sponsorship. However under the present mechanisms for HEI funding, we foresee no prospect of ėmanpower planning' in MST.

4.3 A further feature of course development in HEIs is the threat to the so-called classical disciplines, that is to some extent driven by student demand. Most Departments of Botany and Zoology have now merged in UK Universities, Physics Departments are declining in numbers and the Royal Society of Chemistry in 1995 was motivated to organise a Workshop entitled 'Chemistry in the UK: will it survive?'. Development of MST courses, many of which are multi-disciplinary in nature, demands care in planning their content and presentation to ensure that the required discipline rigour (3.9) is maintained, particularly if Dearing (1997) proposals concerning a framework of higher education qualifications are accepted. In this context there may be benefits if more extensive accreditation of MST courses could be achieved. The procedure is well established in marine technology and engineering and, hitherto there has been some accreditation of individual courses through bodies such as the Royal Society of Chemistry. However, future developments should be considered by the learned societies concerned with multi-disciplinary approaches to MST.

5 EXISTING EDUCATION AND TRAINING MECHANISMS

5.1 Our assessments of existing mechanisms of MST E&T have been made against the background of a key principle in the Dearing Report. This states 'there should be maximum participation in initial higher education by young and mature students and in lifetime learning by adults, having regard to the needs of individuals, the nation and the future labour markets'. The focus of our attention has been on apprenticeship and training and education at the HEI level and beyond. For pre-HEI education we conclude, as did the CCMST Report (1990), that the use of MST exemplar material would be of particular value in science and technology courses at primary and secondary education levels. Early awareness of the scientific basis of issues such as world climate changes, marine conservation, fisheries exploitation and coastal protection could usefully be achieved in this manner. We commend the Challenger Society for Marine Science in its efforts to explore ways of putting Marine Science into the National Curriculum and to enhance the new (1996) GNVQ Unit ėMarine and Environmental Science' initiated by the City and Guilds Institute. We see no evidence that major research institutions or particular HEIs have been directly involved in the preparation of such material as was recommended by the CCMST report in 1990. Notwithstanding that, we note an increase in the diversity of HEI student intake. Increased numbers of mature students entering MST, together with an increased participation rate by school-leavers, have compensated for the demographic decline of conventional post-secondary education entrants predicted in the CCMST Report. The 1985 Government Green Paper on higher education predicted a significant decline in higher education student numbers to a low value of around 500,000 for the academic year 1996-97. In fact, the full-time student population exceeded 1 million in that year (Dearing Report, 1997).

5.2 Modern Apprenticeships and National Vocational Qualifications

The Department for Education and Employment is the main funding provider for modern apprenticeships and National Vocational Qualifications. Modern Apprenticeships are aimed at strengthening businesses and increasing competitivity. Funding supports recent school and college leavers, providing them with a route to gain the qualifications needed to become technicians and managers, requiring at least an NVQ at Level 3. Within the MST field, apprenticeship programmes have been approved in: Marine Engineering; Marine Industry; Merchant Navy; and Sea Fish. A range of training organisations are involved in these programmes: British Marine Industries Federation; Engineering and Marine Training Authority; Merchant Navy Training Board; Offshore Petroleum Industry Training Organisation; Petroleum Employers' Skills Council; Sea Fish Industry Authority Training Division; British Ports Industry Training Ltd; Board for Education and Training in the Water Industry; British Waterways; and Ship Safe Training Group Limited. As referred to in 5.1 we recommend enhanced use of Marine Science and Technology exemplar material in NVQ training and commend development of the new GNVQ Unit on ėMarine and Environmental Sciences' initiated by the City and Guilds Institute.

Following the launch in 1996 of a commercial partnership between the privatised Naval Recruitment and Training Agency and Flagship Training consortium (DRA Haslar, GEC Marconi and Vosper Thorneycroft), Flagship is providing training for both naval staff and civilians. This includes the operation of a Modern Apprenticeship scheme on behalf of the consortium members and other companies. Flagship operates the apprenticeship scheme in co-operation with Hampshire Training and Enterprise Council and EMTA, predominantly in the defence and shipping fields. EMTA itself is currently supporting some 14,000 apprentices, with approximately 2000 of those being marine-related.

DRA Haslar view the apprenticeships as a route to provide a pool of skilled staff to replace those reaching retirement age. Without such schemes the organisation faces difficulties in recruiting staff with the necessary skills and experience, at a non-graduate level.

5.3 Undergraduate Courses in Marine Science

5.3.1 Annex 4 lists first degree courses in Marine Science (and Technology) in the UK; it summarises entries in the 1998 Edition of the UCAS Guide to University and College Entrance, giving appropriate course numbers, designation and duration. This information is not presented under a single heading in the UCAS Guide; it has been extracted from various sections as follows: Marine Sciences and Technologies, Environmental Studies, Technology and Oceanography, Biology, Geography, Business and Management, Zoology, Engineering - Mechanical and Production and Chemistry. Marine Science Courses in Annex 4 for which numbers graduating in recent years have been made available to the Working Group are given in Table 5. Other helpful sources of course information include the Society for Underwater Technology, which produces a booklet on ėEducation and Careers in Marine Science and Technology'.

5.3.2 Currently, some 20 HEIs offer courses in the Marine Sciences (see Annex 4). There is a wide diversity of choice on offer that ranges from the well-established Marine Biology courses to Ocean Science and Marine Environmental Science. Although single honours degree pathways are strongly represented in the list, a majority of HEI's offer joint honours degrees in varied combinations. Combinations of the type that can be classified as a 'core' of marine science or oceanography 'with' another separate subject discipline, or sub-discipline of marine science, are prevalent at several HEIs. There is therefore adequate opportunity for prospective applicants to select courses within areas of Marine Science which will give them either specialised vocational training or a broad overview. However, in order to maintain academic rigour within the Marine Sciences individual HEI's ought to curb over-diversification of pathway combinations. Some employers whom we questioned doubted the relevance of excessive use of modular courses leading to unstructured ėpick and mix' degrees.

5.3.3 Overall application demand in Marine Sciences-related subjects is reflected by the data presented in Table 4. Although the total applications show a decline in the interval 1994-1996, the acceptances have risen marginally.

As an example of specific applications data for one HEI (University of Southampton - Department of Oceanography) over the past five years (for entry in the years 1993 through 1997) with some 10 courses offered, annual applications have ranged between 600 to 819. Consistent with the data in Table 4, biologically-related courses were particularly attractive; approximately 50% of the applications were for marine biology or oceanography with biology. The total resulting student entries in the same period have risen progressively from 62 to 76.

5.3.4 Emphasis on in-depth coverage of the core disciplines is now complemented by relevant training in transferable skills in a majority of the degree courses. The importance of a range of project-related activities is also a common feature of Marine Science degrees.

5.3.5 Table 5 gives a breakdown of graduate output from the Marine Science BSc degree courses at five institutions over a three year period. It is evident that marine biology graduates are still dominantly the largest graduate grouping within Marine Science for these institutions. The smaller numbers of graduates from the combined course pathways do provide, however, a range of output that is well-suited to careers in estuarine/coastal or offshore commercial activity.

5.3.6 Overall, the structure and diversity of marine science courses in UK HEIs are clearly attractive to students, though we caution against excessive proliferation of degree pathway combinations (5.3.2). There is scope for some enhancement of generic skills, though we recognise that such skills have for some time been incorporated as important components of marine science courses, as have project work, field studies and sea-going experience. Generic skills have been incorporated in recognition of the need to place graduates in employment outside as well as within the subject area of degree training, particularly for marine biology graduates. Accreditation of only a few marine science courses is effected, by the Royal Society of Chemistry and the Geological Society. As suggested in 4.3 further moves towards accreditation should be considered in the context of developments in the pluri-disciplinary nature of marine science courses, by consultation between HEIs and the marine science Learned Societies.

5.4 Undergraduate Courses in Marine Technology and Engineering

5.4.1 At present about a dozen UK universities provide first degree courses in the field of marine technology/engineering. These courses (see Annex 4), tend to be mainly aimed towards the shipping industries or the offshore oil and gas industry, but with a few in the field of civil engineering. Although many courses are identified in Annex 4, a number of institutions provide numerous course options which contain a common core. Many of the courses, but not all, are linked to a traditional core discipline, often mechanical engineering. Most of these courses are accredited by an appropriate Engineering Institution and hence the content is controlled/approved by that professional body. An increasing number of institutions are developing MEng courses as a first degree course alternative to a Bachelor degree. This development is in response to imminent changes in professional registration requirements embodied in the SARTOR initiative. The MEng courses have a longer duration (4 years in England and Wales, 5 years in Scotland) and do not simply represent an additional year. The objective is for a divergence from the BEng course, typically for the last two years of MEng, involving greater levels of problem solving, project work, industrial relevance etc.

5.4.2 The technology and engineering courses identified in Annex 4, fall roughly into two categories: those which follow a traditional discipline (eg mechanical or civil engineering), incorporating additional material of a marine nature, and those courses of a more general structure. In line with most university courses today, all of these courses incorporate some kind of project work, either individually or as a group, often in the final year. Also in line with common practice, these courses are increasingly addressing the so-called transferable skills, including business management and project management techniques. At undergraduate level, course development is, in addition, often driven by demand from the applicants, and seems likely to become increasingly driven by such demand (4.1, 4.2).

5.4.3 Table 6 presents data concerning the numbers of graduates from some of the technological and engineering courses listed in Annex 4. A very significant proportion of the applicants (30%) are from overseas; it is characteristic of the broad base of UK expertise that some courses by their nature attracting a high proportion of non-UK students. The throughput of student numbers (available to us for 1996 and 1997) shows a slight decrease from 272 in 1996 to 247 in 1997, but this is probably not significant. Of the UK graduates from these courses, not all enter the marine technology/engineering industry sector. The percentage of students entering this sector following an undergraduate course is likely to be smaller than the corresponding percentage from postgraduate courses, on which data are available from Research Council returns. It therefore seems reasonable to conclude that the specialist courses referred to in Annex 4 provide only a small proportion of the annual intake of graduates by the UK marine industries. Probably the majority of undergraduates entering these industries will have come from courses in traditional disciplines. For example, in the UK there are as many as 78 institutions which offer degree courses in mechanical engineering alone, many of which provide graduates who may eventually enter the marine sector. Overall the subject quality and international dimension of UK provision in this area are good, as evidenced by course attractiveness to overseas students. The courses are encouragingly incorporating general skills of business and project management techniques, but greater attention should be directed towards UK employer requirements (3.6) for improved numeracy and IT expertise, and for enhanced interpersonal skills in communication and teamworking.

5.5 Postgraduate Training in Marine Science and Technology

5.5.1 Traditionally within the UK, postgraduate training in MST was by research up to Masters or Doctorate level. However, over the last 20 years or so taught components have been introduced into many research degree programmes which confer so-called transferable skills, anticipating recommendations of the Dearing Report. Moreover, many universities and training establishments have developed taught postgraduate courses in areas of marine science and technology at the Masters level. Indeed, in a system where a 3-year Bachelor degree is seen as basic or foundation education, probably in a traditional discipline, such as Physics, Biology or Mechanical Engineering, a fourth year at university leading to a subsequent MSc has taken on a new significance as the course of vocational focus, professional practice, employability and competence. Such courses are often the place for particular emphasis on Marine Science and Technology; in engineering in particular they tend to be structured in a framework similar to, or identical with, that for Continuing Professional Development (see 5.6).

5.5.2 More generally, however, within the UK taught MSc courses have been developed for a combination of reasons such as:

• demand from students wishing to extend their interests or undergraduate training in marine science;
• demand from students wishing to change field or re-train in an area of perceived greater interest, satisfaction or job opportunity. Students with ambitions to do research also use these courses as a means to extend their scope and seek opportunities;
• demand from employers for graduates with skills or experience in the marine field;
• a means of profiling and highlighting areas of expertise within the institution which may not be fully apparent from their undergraduate prospectus.

HEIs are aware of national and international requirements for training at this level and, in the context of the Marine Foresight Report recommendation for a ėdevelopmental dimension' in such training, a number of recent changes are encouraging. We note the introduction of Master's courses in the following globally-related topics: coastal engineering, marine operations, marine insurance, management of coastal wetlands, and the management and sustainable harvesting of living marine resources. Typically, these courses are of 12-24 months duration and consist of an intensive taught component, followed by independent project work. They often provide a focus for interdisciplinary teaching, and for collaborations to develop between educational institutions and research and industrial partners. In addition several fields of Marine Science and Technology have professional bodies which incorporate industry, employers and academia, and which define the needs of Marine Science and Technology specialist subjects around a structure which leads to recognised qualifications suitable to the workplace. In engineering in particular Marine Science and Technology training at this level is assessed and accredited by appropriate professional institutions such as the Institution of Electrical Engineers, the Institution of Mechanical Engineers, the Institution of Electronics and Electrical Incorporated Engineers and the Royal Society of Chemistry. It should also be noted, however, that in general, academic institutions regard taught postgraduate courses as expensive in staff time and resources for relatively small numbers of students, though such courses do enhance the reputation of the institution for expertise in a particular area.

5.5.3 Higher Education Business Enterprises Ltd (HEBE), an agency of the Committee of Vice Chancellors and Principals (CVCP) and the Standing Conference of Colleges and Institutes of Higher Education (SCOP), publishes annually a Guide to Postgraduate Taught Courses at UK Universities and HE Colleges. MST courses are not grouped as such in the Guide but can be accessed through index entries such as: Aquaculture and Fisheries, Coastal Zone Engineering, Environment, Marine, Naval Design and Engineering, Oceanography and Offshore Engineering. A directory of MST postgraduate taught courses is also available in the World Wide Web [Merlin Falcon Postgraduate Course guide site (http://www.merlinfalcon.co.uk/pg/pghowto. html)]. A list of such courses, postgraduate diplomas (PgD) and Masters (MSc), LLM, compiled from that guide site is given in Table 7. The courses are broadly grouped by topic area; relevant course descriptions and guides are required from each institution to provide detailed information on the content. Whereas the listing reproduced is freely available on the web site, Merlin Falcon are aiming to extend the listing to provide access to course details and rapid applications on a fee basis.

5.5.4 The course literature or calendars of establishments offering taught courses normally give an indication as to the optimum class size expected. Typically they give planned class sizes in the region of 12-24, but it is clear that actual class sizes differ according to demand and availability of funding. Data that have been made available to the Working Group on numbers graduating with taught Masters Degrees in Marine Science in recent years are illustrated in Table 8. These data suggest that within Marine Science, biologically-based applied subjects, concerned particularly with topics such as quality of life and sustainable use of living resources, are particularly attractive to students and for funding. In contrast to first degree courses, postgraduate taught courses are mostly vocationally-focused and career-orientated, and geared to allow a wide range of entry qualifications. Many courses report over 70% employment success in the field of study of the graduates concerned, a factor considered important by funding agencies for such courses. NERC supports around 10% or more of studentships on several taught postgraduate Marine Science courses, with the European Social Fund supporting around 50% on those and several others. Industrial and private funding supports the remaining students, many from overseas. In engineering, support for taught Masters course training is good. We also note that in 1997 twenty two graduates (3 women and 19 men) qualified from the University of Southampton as the first cohort of Royal Navy Engineer Officers to graduate from a civilian university. The course was established following the closure of the Royal Naval Engineering College at Plymouth.

5.5.5 We conclude that the UK offers a diverse range of high quality taught Masters courses in Marine Science and Technology. The courses are in general well targeted and the graduates are sought after by the professions. The important training capability provided by the courses also has good export potential. Quality control of such courses is particularly effective. They are assessed during national Teaching Quality Reviews, by Research Councils which fund them, and often by Professional Institutions which validate them. However, with multiple procedures in place for course evaluation and accreditation, care should be taken to avoid replication of preparatory work for reviews which should be co-ordinated. Also on such highly vocational courses, market saturation is potentially an important problem which should be acknowledged and responded to by course organisers. Some aquaculture courses are adapting by modularisation, to move away from overproduction of generally trained graduates, to allow specialisations, for example in aquaculture extension, aquaculture engineering and environmental management.

We concur with conclusions of an NERC review of its support for MSc taught courses that they should offer ėspecific and targeted scientific and vocational training or provide a means of developing new skills and thinking'. We agree also that such courses should be ėtested against potential user or national re-training requirements', and should be required to incorporate training in ėtransferable and generic skills'. However, for postgraduate and undergraduate courses, experience in HEIs suggests that transferable and generic skills are best taught in the context of the subject material itself, and not as an insert. Finally the NERC review concludes that taught MSc provision 'should not be seen merely as a route to a PhD nor as a mechanism to redress perceived inadequacies in undergraduate education'. We agree broadly with that conclusion but acknowledge that such objectives are important in taught Master's courses, many of which serve to attract potential PhD students, particularly from overseas, into UK HEIs.

5.5.6 The demand on a small scale for high-level specialised research training expressed by private and public sector organisations (4.2), continues to be met by HEIs through MPhil and particularly PhD training. In addition, however, in recognition of demands for additional skills in PhD graduates, a variety of taught courses is also being incorporated into PhD training programmes throughout the HEI system. One department comments that in liaison with the University Staff Development Unit all PhD students are provided with a 'comprehensive' training handbook and attend a multitude of generic transferable skills and vocational courses, some of which are provided on an individual basis. In such circumstances no dilution of a student's ability to carry out research has been noted. Indeed, the changed course structure is reported to be 'a great motivator in that it keeps into sharp focus the purpose of the PhD, a high level of skills, academic excellence - and a job at the end!' Increasingly, short visits or attachments in the workplace also seem to be important training opportunities for individuals already in the field at postgraduate level. They are specifically encouraged by EU funding programmes such as Training and Mobility of Researchers (TMR), as well as sources such as Research Councils or British Council. Evidence suggests that the demand for PhD training in Marine Science remains high and that the demand greatly exceeds studentship availability.

5.6 Lifelong Learning and Continuing Professional Development (CPD)

5.6.1 In our survey of Employer Requirements (3.5, Table 3) the importance of Continuing Professional Development, in the form of externally provided or in-house training, was emphasised. Formal structures for the delivery of such training are developing in employment best practices such as ėInvestment in People' which are well established in engineering. Training is linked to staff assessment processes and is backed by strong professional institutions that set requirements for qualifications and practice. Industry drives such course development, frequently through the provision of student bursaries, and they are often pursued in the acquisition of Chartered status which is of significant importance in the area of engineering. Some public sector bodies also provide such training courses, DERA making them available to a wider clientele than their own employees. There are some Continuing Professional Development provisions for marine science, such as for the aquaculture industry. However, in marine science, CPD course provision is not as extensive as in the area of engineering, and is less well developed in the context of achievement of Chartered status in the scientific disciplines.

As far as marine science and technology are concerned, Lifetime Learning can have two dimensions:

• It can be a means simply of extending specialist knowledge and skills in the same way as an MSc, but delivered in smaller modules or by a distance learning method. It has been stated that part-time this procedure will probably come to replace MSc training for those in employment as the release of employees for a year at a time is becoming less common and is a particular burden to SMEs. However we found little evidence of increased numbers of part-time students pursuing Masters courses at the present time;

• On the other hand, Continuing Professional Development may be required as a formal mandatory qualification of licensed professional skills. It is particularly appropriate for divers, ship masters and other instances of safety critical occupations giving formal notice of competence.

The extent of training and courses for CPD is extremely large and cannot be comprehensively tabulated. However it is apparent that many such courses are already being presented as modules within taught MSc programmes. Wider, partial access to such modules should be encouraged. New developments in Continuing Professional Development are also being pursued by the Institution of Electrical Engineers which has liaised with Knowledge Associates Ltd to gain experience of ėcompetence monitoring' using the Internet.

The Open University has pioneered the introduction of distance learning in Oceanography, and other innovative forms of delivery, for example by Internet, will be required if workplace-based CPD is to be enhanced further. There is clearly potential for marine science training opportunities to be developed in this way, leading to updated professional practice and with export potential world-wide. UK training in MST has world-wide acceptance for practice, to the benefit of UK professionals, and as a revenue earner from overseas students. In 1997 The Nautical Institute issued a publication entitled ėMaritime Education and Training - a practical guide' (ISBN 187007/415) which claims to be the first of its kind to link education and training skills to marine applications in an international context. The book contains five sections on: applying the concepts of learning, learning resources and educational technology, organisation of education and training, fundamentals of assessment and evaluation, and towards specialisation. There is also a self-study distance learning Diploma Scheme associated with the book.

5.6.2 In the Merchant Navy sector there is seen to be a particular case for the provision of access to appropriate degree courses extending beyond the existing officer cadet structure. The existing training structure is, by its nature, closely linked to operators and legal qualification requirements; it is well-designed and in continuous evolution, with close monitoring and assessment. However, it could benefit from some MSc course unit inputs. In the wider maritime field it is recognised that graduates are recruited from a range of academic disciplines, the majority with no marine component. This was considered to be an advantage to the individual, in that it allowed delay in vocational choice. However, it clearly necessitates in-career training, to the possible disadvantage of the employer. Appropriate training is well provided in taught MSc courses, which are in general highly focused and directly related to the needs of industry. Graduates from these courses are highly marketable.

However, for graduates who are not able to undertake study at the MSc level and who have to rely on training 'on the job' provided by employers, such training is not structured, assessed or monitored. This was seen to be so important for small and medium sized enterprises in which excellent on the job, one-to-one training is given with no tangible, externally visible recognition. Links to various academic and other institutions to provide short courses and appropriate validation procedures would be seen to be particularly important for enhanced CPD.

Some concern was also expressed that there is a lack of courses for middle/senior management which could provide an awareness of new techniques and capabilities, and which would potentially enhance the management of innovation in the profession. Links to the NVQ structure could also be achieved, as for example in the training and certification of Underwater Welding Inspectors with the CSWIP system run by The Welding Institute. The ship operating industry has well developed examples of this approach.

5.6.3 It is concluded that in-career training opportunities are increasingly provided by employers, including short courses developed from MSc units in collaboration with HEIs. Greater development of these CPD procedures is to be encouraged. However, close collaboration will be required between industry, professional bodies and HEIs to develop satisfactory procedures to ensure course coherence, monitoring, assessment and external recognition. A particular need was identified to link the well-structured and effective learning provision for Merchant Navy personnel, with CPD paths to degree level and beyond in HEIs.

6 FUNDING

6.1 The range of education and training provision has been discussed elsewhere in the Report, however it is necessary to consider the diversity and levels of support available, in particular for undergraduate and postgraduate provision. Sources of support for schools-level and continuing professional development are too diverse to provide a satisfactory summary of funding.

The total level of expenditure on education and training for marine-related activities is very difficult to estimate. Training costs are generally included in the total costs of operating a business and are not separately available. Marine-related parts of the school curriculum are also too diffuse to justify separate estimates. However, in the Higher Education Sector there are many courses which are specifically marine, and approximate estimates of the total expenditure have been made (Pugh and Skinner, 1996, IACMST Information Document No 5). In one approach a comprehensive survey of 116 university departments gave a total of 586 academic staff involved in MST. Scaling from the Southampton University full fee for band-2 laboratory-based courses of £7,860, and a staff-student ratio of 1-10 (including postgraduates), a UK HEI turnover of £47M for MST E&T was estimated for the year 1994-95. In an alternative approach the proportion of total higher education expenditure going toward MST E&T was estimated. In 1993-94 the total expenditure in the Higher Education Sector, excluding research grants, was £4649M and the total number of academic staff was 34,497. Scaling the total expenditure by the number of marine-related academic staff (586) gave a total marine-related expenditure of approximately £79M. More precise figures than £47-79M are difficult to obtain but, at 1.0-1.7% of the total HEI annual spend, the costs compare favourably with the 4.8% contribution of marine-related activities to the UK GDP (Pugh & Skinner 1996, IACMST Information Document 5), particularly also when the high costs of fieldwork and sea-going training are taken into account.

6.2 Lifelong Learning

6.2.1 The Further Education Funding Councils (in England and Wales) and local education authorities (LEAs) are together responsible legally for securing adequate further education for adults. Further education courses which lead to recognised qualifications (such as GCSE, A levels or NVQ), or give access to higher education, or help adults to gain basic literacy and numeracy skills, are funded through the Further Education Funding Council and normally take place in Further Education colleges.

6.2.2 Additionally, Career Development Loans (CDL) are available for those aged 18 or over, through the DfEE, which provides from £200 up to £8,000 for a course of up to two years duration, or for a three-year course that includes work experience. The funding is used to meet course fees, books and living expenses. A CDL is a deferred repayment bank loan which provides an individual with initial help to pay for vocational education or training.

6.3 Employee Development Schemes

6.3.1 Over the past decade, interest has grown in the concept of Employee Development Schemes and the contribution they can make to developing a commitment to learning amongst employees. Organised through the DfEE, Ford UK introduced the first recognised Employee Development Scheme in the UK in 1989.

6.3.2 In July 1993, it was estimated that there were no more than 50 schemes in existence, mostly confined to large firms with schemes of their own. However, by mid-1995, some 30 TECs, one Industry Training Organisation and several providers either had experience in managing an Employee Development Scheme or were planning to pilot one. The total number of companies involved was estimated by the DfEE to be around 350.

6.3.3 The Department of the Environment, Transport and the Regions budget for schemes to support training of seafarers (see 3.9) in 1996/7 was £5.2M (DETR Transport Report 1997/98 - 1999/00). The Government Assistance for Training (GAFT) Scheme, designed to help train seafarers to their first certificate of competency, has benefited over 3000 officers and cadets since its introduction in 1988. The GAFT budget for 1996/97 was £3.7M, including £0.9M for the youth training element. The Development of Certificated Seafarers (DOCS) scheme, developed in 1994 to enhance training to second certificate competency, had a budget of £1.5M for 1996/97 in the third year of a three-year pilot scheme. The total budget for these schemes (together with the Crew Relief Costs scheme at about £2M) is given as £7.3M for 1997/98.

6.4 Funding for Undergraduate Marine Science and Technology

6.4.1 At undergraduate level, the main non-private funding is provided via Local Education Authorities although there are some other support avenues, such as bursaries. Industry provides such bursaries to a small number of students following vocational courses, usually by allocating funds to a specific university department which is then responsible for making the awards.

6.5 Funding for Postgraduate Marine Science and Technology

6.5.1 At postgraduate level, the MST funding sources are more diverse. The main funding providers within the UK are the Research Councils (predominantly EPSRC and NERC), with the European Commission providing support for those wishing to undertake training abroad or the support of other European students studying in the UK.

6.5.2 Funding to support postgraduate E&T in marine science is available through the Natural Environment Research Council (NERC). Opportunities to obtain support for research and training projects are channelled through a number of funding modes and include Research Grants, Studentships and Fellowships. Through its Training Awards Scheme (MSc; MRes; PhD), NERC recognises and supports over 80 Advanced (MSc) courses in the environmental sciences as a whole. These are discipline-based, one-year advanced courses and around 240 one year studentships are allocated to them annually. In 1997, 88 of those studentships were for marine-related courses. In addition, approximately 350 NERC research (PhD) studentships are awarded annually, of which 40-50 were marine-related over the years 1994-97. Over the same period, the breakdown between subject areas for NERC marine science awards was as follows:

Biology 57%

Chemistry 15%

Physics and Mathematics 26%

Technology 2%

Many of the research studentships are for

Co-operative Awards in the Sciences of the Environment (CASE). In these instances supervision and research training is shared with a co-operating body which is also expected to make a financial contribution to the research student. Through the Industrial CASE scheme there is a special initiative to promote collaboration with industry, business or commercial partners which have the opportunity to formulate the research topic. Within the total number of NERC-supported PhD students, 30% hold CASE or Industrial CASE awards.

6.5.3 In addition, the European Social Fund (ESF) provides support to universities for postgraduate training. Total numbers of students funded by ESF are difficult to obtain but statistics from the University of Aberdeen for a course in Marine and Fisheries Science alone demonstrate the relative importance of such income compared with Research Council support (studentship numbers) for a single course. The use of ESF funding to support postgraduate training in universities is widespread in the UK and this pattern is probably typical of other institutions providing relevant training.

6.5.4 For postgraduate training in marine technology, the main provider of support is the Engineering and Physical Sciences Research Council (EPSRC). In collaboration with industry the Council has developed the Integrated Graduate Development Scheme (IGDS), an innovative modular training programme for graduates in employment. The funding for fees is met primarily by the employer with a contribution to the start-up of the scheme being met by the EPSRC. The scheme aims to:

• extend graduates’ technical and managerial abilities in the context of their companies;
• enable them to obtain a higher qualification;
• prepare them for key functions in industry at an earlier stage of their careers;
• promote and develop industrially oriented postgraduate training, to improve the technical knowledge-base of British industry and to increase its competitiveness;
• foster academic/industrial collaboration leading to industrially relevant training.

Each Integrated Graduate Development Programme is set up and run by a partnership of companies and one or more academic institution. A masters degree, or other recognised qualification, may be awarded on successful completion. Throughout the course there is a close liaison between the academic institutions and the companies. This ensures the maximum effectiveness of the training, and its integration with the companies' career planning. Participants on the course receive full-time salary from their employers. Industry also contributes course input and provides lectures where appropriate.

EPSRC provides funds for setting up the programme, including module development, salary of a course co-ordinator and associated administrative costs, and a payment related to the number of participants registered and completing the programme.

6.5.5 The EPSRC also provides pump prime funding for development of individual short course 'modules' at Masters level. These modules are designed to provide flexible and responsive training for graduate engineers and technologists in industry who wish to continue their professional development. A typical module will be delivered as an intensive one week course and the expectation is that each module will be run a number of times over a minimum of 3 years.

6.5.6 In addition, the EPSRC supports a range of Masters and Doctoral Training Schemes, as follows:

• Research Masters;
• Continuing Professional Development;
• Integrated Graduate Development Scheme (IGDS);
• Individual Modules at Masters Level;
• Advanced Courses;
• Engineering Doctorate;
• Postgraduate Training Partnership;
• Total Technology;
• Research Studentships (inc CASE and Industrial CASE);
• EPSRC Graduate School Programme.

6.5.7 A joint initiative of the Research Councils and Government Departments is the Teaching Company Directorate (TCD) which provides support for partnerships between companies and universities. These enable companies to make strategic competitive advances whilst developing future leaders. They help universities exploit their advanced knowledge and increase the industrial relevance of their teaching and research.

7 INTERNATIONAL COMPARISONS

7.1 It has proved difficult to obtain international data which give direct comparisons with demands and provision in the UK. In Japan, Marine Science and Technology have long had a high profile, and the Japanese shipbuilding industry currently represents almost one third of world total contracts, Korea having roughly another third. Education in naval architecture in Japan has had early links with the UK. The leading Department, at the University of Tokyo, goes back to the 1880s when according to today's prospectus 'the UK, the top shipbuilding country at that time, sent us Professors CD West and PA Hillhouse for [the] naval architecture education'. Student numbers in the Department on Naval Architecture and Ocean Engineering at Tokyo University in 1995 were: 96 BSc; 54 MSc; 29 PhD. The younger Department at Yokohama National University has about 175 undergraduates, but a smaller number of graduate students in this field than at Tokyo. Other Japanese universities providing degrees in marine technology include Osaka University, the University of Osaka Prefecture, Hiroshima University and Kyushu University. Major research institutes in Japan are the University of Tokyo's Ocean Research Institute (ORI), the Japan Marine Science and Technology Centre (JAMSTEC), and the Ship Research Institute. Post graduate education is an important part of ORI, students taking advanced degrees in oceanography, marine biology, fisheries sciences, and cognate disciplines.

In the USA, a major element of the infrastructure for education and training in marine science and technology is the National Oceanic and Atmospheric Administration's National Sea Grant College Program. Its mission is to conduct research, education and outreach so as to promote the use of coastal and marine resources consistent with a sustainable economy and environment. Growing since 1966, when the US Congress passed the National Sea Grant College Program Act, Sea Grant is now a network of 29 universities and institutions in coastal and Great Lakes states. Activities include pre-college, college and continuing education projects. Approximately 250 graduate students were supported by Sea Grant in 1996 and, since its inception, the programme has supported more than 12,000 undergraduate and graduate students. During the last 3 years, some 300 school teachers have attended intensive summer workshops concerned with ocean and coastal sciences under the Sea Grant Operation Pathfinder Scheme. Sea Grant is also a catalyst for increasing the public understanding of science, supporting the training of volunteers engaged in the presentation of marine science to the public.

Throughout Europe, a major focus for continuing education in marine technology is the WEGEMT Foundation, whose headquarters are in London. WEGEMT is an association of 37 universities in 17 European countries. It was formed in 1978 with the aim of increasing the knowledge base, updating and extending the skills and competence of engineers, researchers and postgraduate students working in marine technology and related sciences. WEGEMT operates as a network of universities, promoting collaborative research, education and training activities at an advanced level. It has a strong background in the development of trans-national initiatives, particularly in the field of education and training, where it has developed a well respected programme of training events called schools. In addition, WEGEMT, or its associates, has participated in various European Programmes of research and training including COMETT, IMPACT and BRITE/EURAM, and was involved in the DGVII Concerted Action on Short Sea Shipping. It is currently participating in the TMR programme.

A maritime focus in the training of personnel from developing countries is achieved through the World Maritime University, based in Malmˆ, Sweden. The University was established in 1983 under the auspices of the International Maritime Organisation, a specialised agency of the United Nations, with some participation by UK lecturers.

Marine Science and Technology as a whole throughout Europe has been fostered through the EU MAST I-III Programmes, which have supported research and training. Support for training has been modest but some measure of the comparative aspects of MST E&T across Europe can be made from statistics relating to the award of MST Research Training Grants under the EU-MAST Programmes. Data concerning such awards are presented in Table 9, generating conclusions which confirm impressions of the European status of UK MST E&T. Over the 4-year survey period, 30% of UK applicants were successful in obtaining EU Fellowships to work elsewhere in Europe. However, successful UK applicants accounted for only about 8% of the total awards. This is about half the number expected on the basis of juste retour, probably explained by a paucity of applicants inhibited by the lack of another European language beyond English. In marked contrast, UK HEIs and research institutions consistently attracted significantly more than expected numbers of successful candidates, averaging 39% capture over the 4-year survey period. MST training in the UK is evidently sought after by young marine scientists elsewhere in Europe.

In this context it is relevant to note that development of EU Framework V currently does not envisage retention of a separate MAST Programme. The loss of such a Programme could have serious implications for the coherence of European MST and its training provision.

7.2 A major opportunity for organisations and individuals to be made aware of the importance of marine science and technology is the UN declaration of 1998 as the International Year of the Ocean. The stated objective is to focus and reinforce the attention of the public, governments and decision makers at large on the importance of the oceans and the marine environment and resources for sustainable development. The International Oceanographic Commission has proposed a drive during the Year of the Ocean to introduce education concerning the ocean in schools, and is co-operating with a range of UNESCO projects in the development of Ocean Education Packages.

7.3 Access to the home pages on the WWW which are relevant to MST Education and Training can be made through the listing provided in Annex 4 of this Report. Particular attention is drawn to ėThe Bridge', a unique web-based resource centre and clearing-house which will bring together marine educators, academia, private industry, and government in support of quality marine education. The site is scheduled to open in 1998, based at Virginia Institute of Marine Science, USA (http://www.vims.edu/ adv/ed).

7.4 In conclusion, evidence available to the Working Group suggests that many countries throughout the world, including the UK, take an integrated approach to marine science and technology. Also, there appears to be a growing international awareness of the need to enhance training capabilities in, and public understanding of, marine science and technology, recognising the pluri-disciplinarity of approach that is required.

8 CONCLUSIONS

8.1 The diversity and quality of MST Education and Training in the UK provide excellent opportunities which at various levels are strongly sought after by students from the UK, from other European countries and world-wide (5.3.3, 5.4.3, 5.5.4, 7.1). Course development is flexible and responsive to changing requirements, but the relevance of excessive modularisation leading to ėpick and mix' courses is questioned by potential employers (5.3.2). Employer responses to a questionnaire suggest that there is broad recognition of the quality of the science and engineering training provided in the UK, provided greater attention is paid to wider skills of numeracy, IT, communication and teamworking (3.4). Most responding HEIs reported reasonably satisfactory employment or further training prospects for graduates, particularly from taught Masters courses (5.5.4).

8.2 Quality assurance and course accreditation procedures in HEIs are being enhanced with the establishment of the Quality Assurance Agency and increased participation of Professional Institutions and Research Councils in validation (5). However, the duplication of effort being demanded of HEI's by these developments should be avoided by greater co-ordination between review bodies (5.5.5). In addition greater publicity should be given to assessment outcomes; the Working Group detected that industry had poor awareness of teaching quality ratings of HEI departments (3.3).

8.3 The Working Group supports the Dearing Report in emphasising a curriculum requirement at first degree level for skills in communication, IT and numeracy alongside discipline knowledge and skills. However we caution against erosion of discipline-related skills within a 3-year degree scheme (3.9). In this context increasing moves are inevitable towards the introduction of 4-year degrees or taught Masters courses beyond a first degree (3.7).

8.4 The Working Group concurs with the need for a ėdevelopmental dimension' for training in MST called for in the Marine Foresight Report, ėto provide skills that will be required in the global market place'. We recognise that some such courses have been developed recently in the UK at the Masters level in coastal engineering, marine operations, marine insurance, aquaculture, coastal management and sustainable harvesting of living marine resources (3.10, 5.5.2). In addition some modular components of such courses have been designed as contributions towards Continuing Professional Development (5.6.1). However, greater liaison between HEI's Professional Institutions and public and private sector employers would be beneficial. We propose a mechanism to stimulate such liaison in our Recommendations (9).

8.5 We also draw attention to the fact that with greater moves towards private funding of higher education even greater recognition will be required of the demands of students as ėcustomers' in course planning. Student demands and employer demands may not always coincide (4.4.2).

8.6 MST Education and Training capability is concluded to be a growth sector in the UK, with good export potential. Employers predict a slight increase in demand over an annual turnover of about 5% for top-flight specialist researchers, with a 6% increase over a larger annual turnover of first and Master's degree graduates for flexible support roles in MST over the next 5 years (3.2). We identify a doubling of demand for trained apprentices in seafaring, naval architecture and ship construction (4.1). Demand is also increasing in all sectors for short course provision, particularly at the Masters level, in the area of Continuing Professional Development, offering new opportunities for education and training establishments in liaison with industry (5.6.3).

8.7 There are perceived growing needs in the UK for trained personnel at all levels in the following areas of MST applications (3.10):

• marine transport design and construction;
• offshore oil and gas exploration;
• molecular biology and biotechnology;
• environmental quality assurance and resource management, including modelling and forecasting;
• analysis of large databases.

9. RECOMMENDATIONS

9.1 MST Education and Training are vitally important to the UK as a maritime nation and, with increasing awareness of environmental issues, seem likely to become increasingly so. Accordingly sustained national investment is recommended for this area, recognising also the high costs of fieldwork and shipboard training.

9.2 IACMST, possibly in liaison with the Higher Education Funding Councils, should convene a forum of marine educators with representatives of Learned Societies, Professional Institutions, Research Councils and employers to consider the following:

• MST course structures, particularly in relation to students as ėcustomers', employer requirements for continuing professional development, course accreditation, and Marine Foresight recommendations for a ėdevelopmental dimension';

• MST course development in the framework for higher education qualifications proposed by the Dearing Report;

• the need for an annual forum of MST Heads of Department in HEIs as a focus for developments, including public understanding of marine science and technology.

9.3 IACMST should review MST Education and Training again in 3-5 years’ time.

ACKNOWLEDGEMENTS

As Chairman of the Working Group I wish to thank all Members for giving generously of their time, and for their input of draft material which helped to form the basis of this Report.

I am most grateful also to everyone who responded to my letter following the IACMST Open Forum meeting in June 1997.

Special thanks are also due to Miss Alison Bowen, Secretary of the Working Group, and Dr David Pugh, Secretary of IACMST, for their unstinting support throughout, and for their particular efforts in collating information on funding aspects of MST E&T.