The term "marine technician" should be defined more carefully, since specialists at this level are 

 important to marine development. As in the case of ocean engineers, a new and expanding field has 

 developed here— a field whose dimensions cannot now be determined exactly. 



In recent years a start has been made toward training marine technicians in Government anti-poverty 

 programs. There may be little relationship in some of these programs between the trainees' interest and 

 competence for marine work and their acceptability for marine technician courses. But in many 

 instances at least elementary instruction can be given (to be followed by on-the-job training) in marine- 

 related pursuits both at sea and in such shore-based enterprises as the National Ordnance Laboratory, 

 Naval Electronics Laboratory, Naval Research Laboratory, and the Bureau of Commercial Fisheries. 



C. Education and Training Facilities 



Physical facilities required for marine education and training include shore laboratories (together with 

 classrooms, hbraries, etc.) and oceanographic vessels. An obvious correlation exists between the use of 

 laboratories and ships for education and training and for research. Completely separating the two uses is 

 not fruitful, but research activities should not always be given priority for laboratory or ship use. 



As more students enter the marine sciences, the programming of laboratories and ships for training 

 use will require increased attention. Provision will need to be made in planning facility use for the lead 

 time necessary to incorporate special laboratory or ship activities into the teaching program— an essential 

 factor in institutional planning. 



Oceanographic institutions may have the necessary capital equipment but not the funds or personnel 

 to maintain it. A partial answer may lie in the use of ships (and to some extent laboratories) by other 

 institutions on a cost-share basis, particularly those inland and/or those with a relatively small marine 

 science program. 



The need for facilities, particularly ships, affects especially the quality of training of marine 

 technicians and indeed to mid-career programs as well. Perhaps one distinguishing feature of good marine 

 technician training programs will be experience in ship operations. 



D. New Directions in Education and Training 



There are several areas in which new needs for educational curricula will certainly develop. One is in 

 coastal oceanography. During the coming years the Nation will increasingly turn to the multiple use and 

 management of its inshore waters— estuaries, bays, deltas, and territorial waters along its more than 

 13,000 miles of coastline. This interest will create need for more "coastal" marine scientists— biologists, 

 chemists, sedimentologists, shellfish ecologists— and for engineers to solve the problems of this complex 

 ecological region at Federal, State, and local levels. 



Within the field of basic marine sciences, new forms of emphasis will develop, as in using our 

 improved knowledge of the marine food web to increase sea productivity and in advancing our 

 understanding of air-sea interaction toward more accurate and extended environmental prediction. In 

 marine technology, efforts will increase toward utilization of the Continental Shelf for its living and 

 non-living resources and toward extending man's capability to explore and exploit the deep oceans at 

 greater depths. 



A third area will be in the social sciences, creating the need for planners, economists, political 

 scientists, marine geographers, lawyers, and behavioral scientists. The following suggests social 

 components: 



-Marine economics 



Resource economics, fisheries, shipping, recreation, marine mining, land use economics, economics of 

 marine dependence. 



-Marine law 



International law of the sea, maritime laws and regulations. 



IV-10 



