and Wisconsin: the State University of New York 
(including Cornell); the State University System of 
Florida; and the Massachusetts Institute of Tech- 
nology. 
In addition to applied research activities, Sea 
Grant also provides marine advisory—services_(dis- 
cussed later) and educational programs, including 
two types related to the training of marine profes- 
sionals: (1) research assistantships and (2) the 
development of new curricula and course materials 
for science and engineering students and for marine 
affairs students. An example of the latter is the 
marine law program at the University of Wash- 
ington.*° 
Figure 8-2 shows the numbers of professors, 
students, and others who have been involved in the 
Sea Grant program in recent years. 
Sea Grant also has programs dealing with pre- 
college marine education and general public educa- 
tion; these are discussed later in this chapter. 
In general, the Sea Grant programs are respected 
and supported by the ocean community. Typical of 
this viewpoint is the conclusion of the study 
by the National Adviscry Committee on Oceans and 
Atmosphere: ** 
~~ ee 
te 
This Nation’s basic arrangements for training 
marine professionals are seldom criticized. In fact, 
there seems to be general agreement that sufficient 
numbers of marine scientists, engineers, and others 
are being trained; that the educational system which 
trains them is sound; and the basic Federal role in 
higher education is appropriate. 
However, in addition to the concerns mentioned 
earlier, there is also some discussion about the overall 
management of the Federal marine education effort. 
Two specific issues have been raised over the past 
decade and are still being debated: (1) data collection 
and (2) interagency coordination. 
The Stratton Commission’s Panel on Education, 
Manpower, and Training discussed both issues, and 
concurred in this finding by its staff: *? 
“[O]ne of this study’s major conclusions is 
that a stronger mechanism is needed for 
obtaining and analyzing data on education 
and training programs and manpower needs 
and for coordinating federal activities to 
support the education and training of ma- 
rine personnel.” 
*° Sea Grant Annual Report, op. cit. note 28, p. 29. 
*' National Advisory Committee on Oceans and Atmosphere, 
op. cit. note 28, p. 2. 
* Panel Reports of the Commission on Marine Science, Engi- 
neering, and Resources, op. cit. note !2, p. [V-13. 
“We find that Sea Grant, as it has devel- 
oped during its first 10 years, has been 
Tesponsive to its legislative charter, and 
has contributed significantly to the Nation’s 
marine cffort. We foresee a continuing 
need for the kind of service it provides. 
We strongly recommend that the program 
be continued.” 
A number of issues dealing with the program’s 
management and direction did arise during the dis- 
cussions that led to the 1976 amendments to the 
Sea Grant Act. As a result of those discussions, 
the 1976 Act specified administrative and_mana- 
gerial provisions in more detail, modified the advis- 
ory Committee which reviews the program, an € 
other managerial I changes. It also authorized three 
new programs, one to provide fellowships, a second 
of nonmatching grants to study specific national 
policy issues, and a third to improve the marine 
science and technology capabilities of developing 
countries and to encourage the international ex- 
change of ee These programs are being 
funded in fiscal year 1978 for the first time. 
Management of the Federal Marine Education Effort 
Data and Information 
The Panel and its staff became aware of the data 
question when it tried to investigate personnel supply 
and demand and found “that reliable data were in- 
adequate or non-existent for many aspects of its 
task.” °° They could not estimate future supply and 
demand or even find out if there was a marine man- 
power problem at the time they were preparing their 
report. In 1969, the Panel recommended the creation 
of a “Marine Statistics Center.” This has not been 
done. 
During the 1960s, there were a number of oceano- 
graphic personnel surveys, but by the mid-1970s 
almost all had been discontinued.** 
No Federal agency looks at marine employment as 
a whole. In a sense, then, the Federal Government 
does not know in detail what the civilian needs are 
or what impact its policies have. Several new efforts 
are now underway, however. The Social Science Data 
Center of the University of Connecticut is now mak- 
ing “The 1977 Survey of Academic Marine Scien- 
tists.” While it is collecting data on a wide range of 
subjects, the survey asks the respondents for details 
about their education and jobs. However, this survey 
* Panel Reports of the Commission on Marine Science, Engi- 
neering, and Resources, op. cit. note 12, p. IV-2. 
“Robert B. Abel. “The Government's Responsibility in Edu- 
cation,” in Marine Technology Society and Institute of Electrical 
and Electronics Engineers, Oceans '77 Conference Report 1: 
19A-1 to 19A-4. . 
VIII-12 
