Consideration must be made for the "lead-time" necessary to produce professional personnel— an 

 average of 8 to 10 years after high school for the Ph.D, and at least 6 years for the Master's. Even if 

 immediate action is not taken on the Commission's recommendations for an expanded program, it 

 appears probable that within a 10-year period the demand for personnel in marine fields will increase. 

 Continued growth in the intake into marine education should therefore be maintained at this time to 

 assure that trained personnel will be available to staff such activities as the nation may wish to undertake 

 in the seas. 



In addition to the overall supply, attention is needed to assure the supply of certain specialists. The 

 National Academy of Sciences Committee on Oceanography (NASCO) reports current shortages in 

 physical and chemical oceanographers and in taxonomists. NASCO also notes a shortage of ocean 

 technicians and marine craftsmen in scientific research and development, and indications are that this 

 shortage will intensify over the next few years. Several small programs have been initiated for formal 

 training of ocean technicians for subprofessional positions in scientific research, exploration, and 

 cartography, which complement the supply of on-the-job trained technicians. Many technicians and 

 craftsmen, however, will necessarily have to be recruited from other fields in competition with other 

 types of employment. 



Through the Federally sponsored Economic Opportunity program, training is being offered to make 

 persons available for marine activities support services. These programs are new and relatively untested. 



The supply of non-science professionals is extremely small, but so too is their demand. The need for 

 such persons was recognized in the President's Science Advisory Committee Report, Effective Use of the 

 Sea. PSAC urged establishment of Marine Study Centers, whose role would be: 



not only to foster studies on applications of science and technology to the sea, but also to relate them to 

 underlying natural sciences and to social sciences- economics, sociology, psychology, politics, and 

 law— as they are affected by and in turn affect occupation and exploitation of the sea. 



The National Sea Grant Program, oriented in part toward similar ends, has been aiding institutions for 

 education and training in these applied aspects of oceanography. 



During the past decade, the availability of facilities for education and training in the marine fields has 

 grown, but so too has the number of students. In 1967, 45 U.S. institutions offered a Ph.D. in marine 

 and marine-related sciences and engineering, compared to 12 in 1962; 53 institutions offered a Master's 

 degree in 1967 against 14 in 1962; and 32 offered a Bachelor's degree compared to 3 in 1962. 



The Committee on Marine Research, Education, and Facilities of the National Council on Marine 

 Resources and Engineering Development recently surveyed education and training in the marine fields. 

 Compared with 6,101 students enrolled in marine science programs at the undergraduate and graduate 

 levels in 1967-68, 1,597 were enrolled in 1961-62; 858 graduated in the marine sciences in 1966-67, and 

 407 graduated in 1961-62.^ 



Undergraduate and graduate students enrolled have been increasing at about 25 per cent per year 

 (doubling time about three years), and the number of degrees granted has been increasing at about 20 

 per cent per year. If the annual increase in enrollment continues for the next decade, the number of 

 undergraduates will grow from 1967-68's total of about 3,500 to over 35,000 in 1977-78, and the 

 number of graduates will increase from 2,600 to 26,000. It is unreasonable to expect the rate to increase 

 in this fashion over the entire period, but the statistics indicate present trends. 



The following graph, taken from a study completed in June 1968 by the Committee on Marine 

 Research, Education, and Facilities, shows enroUees and graduates in six major types of marine curricula 

 between 1961-62 and 1967-68. Figures for graduates in 1967-68 are estimates. 



The 10 institutions on the Council of Laboratory 

 Directors (representing the largest marine science uni- 

 versities in the Nation) reported a 10-fold increase in 

 1967 over 1960 in full-time graduate school enrollment 

 and Master's and Ph.D. degrees granted. 



lV-6 



