Training and Education Trends in the Blue Economy

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Training and Education

Trends in the Blue Economy

Deliverable D11.9

February 2014

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Contents

Abbreviations ... 2

Definitions ... 2

Executive Summary ... 3

1. The EMBRC project ... 5

2. Introduction... 6

2.1. EU Policies and strategies for training and education for marine knowledge ... 6

2.2. EMBRC positioning on training and education ... 6

2.3 Structure of the Report and Methodology ... 7

PART I ... 8

EMBRC Marine Stations and Associates Partners ... 8

PART II ... 9

Marine Sciences Education and Training Offer across Europe and in the EMBRC regions... 9

Part III ... 21

EMBRC training and education needs ... 21

Recommendations to minimize the training gap ... 22

4. Trends in the Blue Economy ... 24

5. Main Conclusions and Recommendations of the Report... 27

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Abbreviations

BSc Bachelor of Science EU European Union HE Higher education IP Intellectual property

ISCED International Standard Classification of Education MSc Master of Science

PhD Doctorate

Post-grad Post-graduation course Post-doc Post-doctorate

R&D Research and Development RI Research Infrastructure

VET Vocational Education and Training

Definitions

Higher Education (HE) comprises "all types of education at post-secondary level available to all persons who are properly qualified, either because they have obtained a secondary school leaving diploma or certificate or because they have received appropriate training or acquired appropriate knowledge"1_{. HE courses usually take a minimum of three years to complete, have} a theoretical foundation although they should also provide qualifications to work in a professional field, are usually taught in universities or other environments such as R&D institutions and cover a range of qualifications including graduations such as Bachelor's or Honour's degrees (BSc and BSc Hons) or post-graduate programmes such as Master's Degrees, Doctorates (MSc, PhD)2_{and Post-doctorates.}

Vocational Education and Training (VET) 3_{refers to the "education and training which aims to} equip people with knowledge, know-how, skills and/or competences required in particular occupations or more broadly for the labour market". These courses have generally a shorter duration than those of HE, have a strong practical component and are labour-market oriented and workshops, short training or specializations are considered in the present report. These courses may lead to certificates of specialization or be recognised by the European credit transfer system (ECTS) and count towards qualifications in HE courses.

1_{"International Convention on the Recognition of Studies, Certificates, Diplomas and Degrees in Higher Education in the Arab}

and European States bordering on the Mediterranean", 1976 UN Treaty Series No. 16889. http://www.unesco.org/education/studyingabroad/tools/conventions_med_cover.shtml

2_{Higher Education- definition. Education Working Group.}_{http://www.wg.aegee.org/ewg/higheredu.htm}

3_{Cedefop (European Centre for the Development of Vocational Training) publication on terminology. 2008. "Terminology of}

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Executive Summary

EMBRC stands for the European Marine Biological Resource Centre. It brings 12 leading marine stations and EMBL together. These institutes study marine organisms (microbes, plants, animals) and have unique resources and expertise and use the latest technologies to study our seas.

The mission of EMBRC is to give open access to marine organisms, resources and techniques to all areas of scientific endeavour in universities and industry and to society in general.

The “Blue economy” is based on end-products (medicines, biomaterials, blue energy) produced from the sea and its sustainable growth will come from discoveries and innovations and EMBRC will facilitate and drive future discoveries.

Science and technology provide one of the keys for reconciling promotion of sustainable economic growth in sea-based activities with environmental conservation. Many research questions from the marine environment can only be answered using a multidisciplinary approach, both at the molecular level with genomics and other new emerging 'omics technologies in combination with an integrated ecological, physical and biogeochemical ecosystem analysis and interpretation.4

In an open global market, the competitiveness of advanced economies like the EU stems from their capacity to create high value-added, knowledge-based goods and services. Therefore, RTD efforts are necessary to increase their eco-efficiency and offer solutions to overcome the unsustainable use of resources. A large number of marine and maritime research activities are ongoing in the EU and these efforts need to be coordinated in the most efficient way.5

In the context of the EMBRC preparatory phase, the report “Training and Education Trendsin the Blue Economy” aims to identify what kind of training & education is available among the EMBRC partners and across the EU and what are the current and future trend and training needs in marine sciences in the EU.

The report reveals that the HE offer in Marine Sciences and related areas is broad and well structured. Information was accessible using simple web based searches or was provided by the partners and a common and fairly uniform nomenclature appears to have been adopted across the EU. However, information on the VET offer was not so easily identified, nomenclature of course types was heterogeneous and an effort had to be made to identify and classify the offer and present it in the report. The less uniform and accessible nature of the VET offer is a clear bottleneck and also has implications for the present report contents as it may not have captured the full training offer. It was very clear from analysis of available data that vocational training was most likely to be found in R&D institutions rather than in HE institutions.

4_{http://www.euromarineconsortium.eu/} 5_{COM(2008) 534 final}

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Recommendations and action plans for both R&D and HE institutions aimed at promoting the development of Marine Sciences were identified. Moreover, the needs of Industry are unclear and have to be better identified and the training offer adapted to cater for their needs.

Trends in the Blue Economy that represent value chains that could deliver sustainable growth and jobs were identified and categorized into Blue Growth focus areas: Blue Energy, Aquaculture, Maritime, Coastal and Cruise Tourism, Marine Mineral Resources and Blue Biotechnology. Guides for Training and Education based on the Blue Growth focus areas are proposed.

This study is a part of EMBRC WP11 - Communication and Education, and corresponds to Task 11.3 and outlines future plans for EMBRC education and training. The report and proposals herein do not reflect any official EU or Local policy.

KEY WORDS:

Education, Training, R&D, High Education, Vocational Education and Training, Marine Sciences, Blue Economy, Europe, EMBRC.

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1. The EMBRC project

The European Marine Biological Resource Centre (EMBRC) is a distributed Research Infrastructure (RI) that will provide access to a comprehensive range of marine ecosystems and organisms of the coastal seas of Europe and become the major European provider of marine biological research infrastructure and related services. It will provide access to both the expertise and specialist facilities required for the sustainable exploitation of marine biological resources. Access to the RI will be provided at full economic cost and will be based on scientific merit and feasibility for academic users.

Service provision will be centred around four core themes: Access to Ecosystems, Aquaria &

Culture, ‘Omics’ technologies, and Mobility of Researchers and User Access. The user services will be performed at the EMBRC nodes in multiple locations and different countries. In the current preparatory phase, EMBRC comprises nine Founding Partners and seven Associated Partners.

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2. Introduction

2.1. EU Policies and strategies for training and education for marine

knowledge

Since 2008, with the deepening of the European economic crisis and the associated high unemployment rates in parts of Europe, the European Commission has taken action to identify and promote solutions that will help reverse this situation. Recent EU official communications stated that youth unemployment should be fought by: i) Developing world-class vocational education and training to raise the quality of vocational skills; ii) Promoting work based learning, including quality traineeships, apprenticeships and dual learning models to help the transition from learning to work; iii) Creating partnerships between public and private institutions (to ensure appropriate curricula and skills provision); iv) Promoting mobility through the Erasmus for All programme. 6

Efficient investment in education and training is one of the crucial steps to reverse economic decline as it generates a qualified and motivated workforce with the skills needed to adapt and react to the rapidly changing market place of the Global economy. Continued education and training to respond to the needs of the economy are essential at a time of high youth unemployment. Once the economic crisis is over, an increased supply of high quality graduates from both higher education (HE) and vocational education and training (VET) can substantially boost growth prospects, foster innovation and help avert a future crisis.7

2.2. EMBRC positioning on training and education

According to the EMBRC Business Plan, and in compliance with EU recommendations, one key task of marine research stations in Europe is to provide education and training via a range of marine biological science courses ranging from general marine biodiversity and ecology for Master’s students to specialised training courses for PhD students and research visitors (users). Marine stations are the ideal place in which to provide such courses, since they provide direct access to marine ecosystems and biota, supporting infrastructure, scientific and technological expertise, and teaching and training expertise.

EMBRC is committed to establishing and operating a service dedicated to the organisation of EMBRC's education and training offer at the EMBRC nodes as well as associated activities such as publicity to appropriate audiences, and constantly updating and monitoring the training

6_{Rethinking Education: Investing in skills for better socio-economic outcomes -}

http://www.cedefop.europa.eu/EN/Files/com669_en.pdf

7_{Council conclusions of 26 November 2012 on education and training in Europe 2020 — the contribution of education and}

training to economic recovery, growth and jobs. -

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offer. The EMBRC training infrastructure will support the development of tomorrow`s marine and blue biotechnology professionals.

One of the ppEMBRC remits is to determine the capacity of EMBRC to deliver training courses so short-comings may be rectified during the construction phase. The construction phase has as a target to increase the number and frequency of courses provided, giving priority to training of technical staff to establish uniform high standards of service at EMBRC nodes and secure the dissemination of know-how throughout the RI, particularly in areas of husbandry, culture,

‘omics technologies and bioinformatics.

In the context of the EMBRC preparatory phase, this report aims to identify what kind of training & education is available in marine sciences among the EMBRC partners and the EU in general and the current and future trends and training needs.

This report is a part of EMBRC WP11 - Communication and education, and corresponds to Task 11.3 which provides plans for EMBRC education and training (emphasizing onsite and remote training of users).

2.3 Structure of the Report and Methodology

The report is divided into 4 parts: Part I - The EMBRC Marine Stations and Associates Partners; Part II - Marine Sciences Education and Training Offer across Europe and in EMBRC regions; Part III - EMBRC training and education needs; Part IV - Trends in the Blue Economy.

The report has used four main data sources to assess training: a questionnaire sent to ppEMBRC partners (Annex I), information available on the web pages of the ppEMBRC marine stations and associates partners (accessed in January 2014), the Euromarine training catalogue8_{and a}

report “Biotechnology Education –Training offer and needs in the Atlantic Area” generated in

the context of an Atlantic Area INTERREG IV B European Project, Sharebiotech (2007-2013 Atlantic area program) (Annex II).

The questionnaire “EMBRC EXISTING AND NEEDED TRAINING AND EDUCATION” was filled

in by a total of seven partners and all answers were compiled, analyzed and the results presented graphically. Generally 1 partner per country responded to the training questionnaire.

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PART I

EMBRC Marine Stations and Associates Partners

EMBRC brings together 13 leading marine stations which have common state-of-the-art facilities but also access to specific ecosystems and resources, which forms the basis of their expertise and specialities.

At the present, seven new partnership bids have been made that satisfy the criteria for joining the EMBRC infrastructure in the future and these partners hold the status of EMBRC Associate Partners.

The Marine Stations are represented geographically in Figure 1 and are fully listed in

Table 1.

Table 1 - EMBRC Marine Stations and Associates Partners and their geographical location EMBRC Marine Stations EMBRC Associates Partners

ACRONIM Marine Station Country ACRONI

M Marine Station Country

SZN Stazione Zoologica Anton Dohrn Italy NIOZ Royal Netherlands Institute for Sea Research

The Netherlands Loven Sven Loven Centre for Marine

Sciences

Sweden IUI Interuniversity Institute for Marine Sciences - Eilat

Israel SBR Station Biologique de Roscoff France PIE-UPV/

EHU

Plentzia Marine Station Spain OOB Observatoire Océanologique de

Banyuls sur mer

France ECIMAT Estación de Ciencias Marinas de Toralla

Spain OOV Observatoire Océanologique de

Villefranche sur mer

France MBS-UC Marine Biological Section, University of Copenhagen

Denmark SAMS Scottish Association for Marine

Science

Scotland, UK

UGhent/ VLIZ

Ghent University (UGent) and the Flanders Marine Institute (VLIZ)

Belgium SOI Scottish Oceans Institute Scotland,

UK

TZS Tvärminne Zoological Station Finland MBA The Marine Biological Association England,

UK

CORPI Marine Science and Technology Centre - Klaipėda University

Lithuania CCMAR Centre for Marine Sciences Portugal

AWI Alfred Wegener Institute for Polar and Marine Research

Germany HCMS Institute of Marine Biology and

Genetics, Hellenic Centre for Marine Research

Greece

SARS Sars International Centre for Marine Molecular Biology

Norway

Figure 1 - Marine Stations participating in EMBRC. Blue dots: EMBRC Partners; Yellow dots: EMBRC Associate partners

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Laboratory

Germany

PART II

Marine Sciences Education and Training Offer across Europe and in the

EMBRC regions

Part II aims to provide an overview of Marine Science education and training across Europe and within EMBRC partners. The data analysis was conducted taking into account two main categories, HE and VET, and categorisation was based on the definitions provided at the beginning of the report. HE covers Bachelor (BSc), Master (MSc), Doctorate (PhD) and Post-doctorate courses and VET includes short courses/workshops, specialization course, training actions and Summer Schools.

The data collected comes from over 100 institutions across Europe involved in higher education and R&D in Marine Sciences (Universities, Research Centres/Institutes and Marine Stations). The courses provided by HE and R&D institutions target the scientific community, students and the industrial workforce and resulted in 429 entries, 199 of which were offered by EMBRC partners and indicates that collectively they offer 43% of the training opportunities in Marine sciences in Europe.

The subsequent section gives a breakdown of the analysis of Marine Science training in Europe and considers general distribution, distribution by EMBRC partners, geographical location, characteristics of training (HE or VET) and the training themes. Next it compares the training offer in Europe (and includes all non EMBRC data) with the training offer in the EMBRC (EMBRC partner data) to highlight the dimension of the training role of the EMBRC.

HIGH EDUCATION (HE) vs VOCATIONAL EDUCATION AND TRAINING (VET)

HE education across Europe has a more significant role than VET representing 64% of the training offer in Marine Sciences Figure2. However, the VET offered by the EMBRC partners (60%) is significantly higher than that in other institutions in Europe. The results of this part of the survey is unsurprising as many of the EMBRC partners are marine stations or institutes, with advanced research capacity and such institutions generally do not have the necessary legal status to award degrees but do offer advanced training courses.

In general, VET courses tended to be infrequent and offered with an irregular calendar and BSc, MSc and PhD training was more likely to follow an established calendar. The general trend in relation to regularity of the training offer was common to EMBRC partners and to European institutions in general.

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Figure 2 - Percentage of Marine Science courses offered that are HE or VET in Europe (left) and specifically by EMBRC partners (right).

 COUSE DISTRIBUTION

Table 2- Type of Marine Science courses offered across Europe and by EMBRC partners

TYPE OF COURSE

TYPICAL

DURATION TYPICAL TARGET(s)

TOTAL SURVEY OCCASIONAL (%) DISTANCE LEARNING (%) TOTAL EMBRC PARTNERS OCCASIONAL (%) DISTANCE LEARNING (%) Short course / workshop 1-3 days Institutions Staff Industry Professionals Undergraduate Students Graduate Students Post-Graduate Students 68 13 % 0.7% 65 28% 1.6% Specialization course <1 year Institution’s Staff Industry Professionals Undergraduate Students Graduate Students Post-Graduate Students 18 0.9% 0.2% 7 0.5% 0% Training < 10 days Institution’s Staff Industry Professionals Undergraduate Students Graduate Students Post-Graduate Students 51 5.8% 0% 34 13.4% 0% Summer School 3 days - 2 months Undergraduate Students Graduate Students 18 0.5% 0% 7 1.1% 0% Bachelor

Programme 3-4 years Undergraduate Students 60 0% 0% 9 0% 0% Masters

Programme 1-2 years Graduates 153 0.5% 0.2% 35 0% 0.5% Doctoral Programme 3-5 years Graduates Master Students 47 0% 0% 19 0% 0% Postdoctoral Programme 1,5 - 3 years Doctorates Doctoral Students 16 0% 0% 15 0% 0% TOTAL 429 20.6% 1.1% 199 43% 2.1%

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Table 2 presents the main type of Marine Science course offer. Across Europe, over 20% of VET courses function occasionally and do not have a fixed calendar. Over 40% of the courses offered by EMBRC partners are VET courses.

One point of interest for this study was to determine how training was delivered: on site or remote. As shown is Table 2, Distance Learning represents only 1.1% of the surveyed courses in Europe as a whole and corresponds to 2.1% of courses offered by EMBRC partners, in both cases the majority of distances learning occurred for VET courses.

Figure 3 - Courses Distribution by type (%) in EMBRC partners compared to the training offer in Europe in general

Figure 3 gives a breakdown of the distribution of courses between EMBRC partners and other European institutions. Within EMBRC partners Postdoctoral courses are the most frequent HE courses and EMBRC partners deliver 90% of the post-doctoral training in Europe. Similarly EMBRC partners deliver over 90% of the short courses/ workshops and approximately 70% of the VET training but only 15-20% of Masters and Bachelors training in Europe. In contrast in other European Institutions offering Marine science training Bachelors and Masters programmes are the main training activity. A similar level of training is provided by EMBRC partners and other institutions in Europe when it comes to courses for specialization.

Masters are the most common Marine Science training offer in Europe and short courses/ workshops make the most significant contribution to vocational training in Europe. The central role of the EMBRC partners in advanced Marine Science training in Europe is clear when it is considered that they are the main suppliers of these kinds of courses in Europe. The central role of EMBRC in short courses/ workshops is presumably linked to the critical mass of expertise gathered in Marine Stations and R&D institutions and their tendency to be at the cutting edge in the development and implementation of new techniques and skills. The relatively high MSc and PhD training activity in EMBRC partners relative to other European institutions is no doubt also linked to the critical mass of experts they host and their high research intensity.

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Figure 4 - Relative training and education offer between EMBRC partners. NOTE: Germany has the highest training offer (31.8%) relative to any other EMBRC partner, presumably due to one of the remits of

EMBL to provide advanced training.

Geographical distribution of the courses delivered by EMBRC partners is presented in Figure 4. Germany stands out with 31.8% of the training course offer and is followed by Scotland with 12%, England with 6.8% and France with 12%. Norway (0.5%), Denmark (1%) and Greece (1%) had the lowest training and education offer (HE and VET) in the area of Marine Sciences of all the EMBRC partners and no data was available about the EMBRC offer in Finland or Israel.

Figure 5 - Training and Education offer per EMBRC country. No data was available for Finland or Israel

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The results highlight the very disparate availability of training in Marine Sciences across Europe and the need for intensification of training by some partners and reveals opportunities for training exchanges within the EMBRC partners.

Figure 5 presents the geographical distribution of HE and VET courses delivered by each of the EMBRC partners. The data is presented as the relative percentage per partner of VET versus HE courses and VET represent almost 60% of the total training offer from EMBRC partners (see figure 2b). In Denmark, Lithuania, Norway and Greece only HE courses related to Marine Sciences were identified and this presumably explains in part the relatively low training offer in these countries. Germany, Italy and England EMBRC partners provide a high level of VET training activities relative to HE courses.

Figure 6 - Total training offered by country (non-EMBRC in grey).

Figure 6 gives an overview of the offer of Marine Science courses by geographical distribution using all available data sources (EMBRC, EurOcean, Sharebiotech and web search). In common to the training offer intensity of EMBRC partners, Germany leads the training offer in Marine Sciences. The German offer relative to the overall European offer is 17.8%, followed by England, UK with 16.9% and Portugal with 12%. The lowest training offer in Marine Sciences is 0.2% from Slovenia, Cyprus, Bulgaria, Ukraine and Austria. No data was available for Israel.

Comparison of the EMBRC partner’s training offer and the overall European training offer in Marine science indicates: 1) that there are several institutes in England, UK and Portugal that offer training in Marine Sciences which are not members of EMBRC and 2) that France and Scotland, UK, EMBRC partners are responsible for the majority of the training offered in Marine sciences in those countries.

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A global survey of VET and HE courses per country in Europe reveals that the Marine science training offer from non-EMBRC partners is concentrated on HE courses (65%, see Figure 2). Greece offers exclusively HE courses along with other European countries, such as, Austria, Bulgaria, Croatia, Cyprus, Ireland, Malta and Norway. A comparison of the Marine science training offer Europe wide reveals that Germany leads the VET training offer with 58 courses and England, UK leads the HE training offer with 53 courses.

 TRAINING COURSES THEMATIC AREAS

An overview of the thematic areas of the training offer in Marine science was collected by targeting Marine Sciences institutions in Europe and analysing the courses they deliver to the scientific community, students, staff and industry. The main scientific areas of the courses offered in Marine science were Biology, Environment, Ecology or Oceanography.

Figure 7 – Relative distribution of Marine Science course offer across Europe broken down into thematic areas

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The EMBRC partner training questionnaire discriminated in greater detail different areas in Marine science but also complimentary training directed at partner institution staff and industry. Data collected for training across Europe and from EMBRC partners was analysed and is presented graphically.

As Figure 7 shows, across Europe Marine Biology leads the courses offered in the area of marine sciences and represents 12.6% of the offer and is followed by Marine Sciences 11% and Environmental Sciences 7.1%. In fact, a closer look into the data reveals that unsurprisingly 69% of the courses are on Marine subjects or are Marine Related, and that a lesser proportion are in complimentary areas of relevance to Marine science (23%), such as statistics, data management, bioinformatics, imaging and a minor proportion are non-Marine science (8%) such as career management.

Comparison of the EMBRC partner (13 institutions) training offer in Marine science with that of Europe (> 80 institutions considered) reveals the prominent training role played by EMBRC (Figure 8). A higher training offer in EMBRC relative to Europe in general is taken to represent

a “training hotspot” resulting from a critical mass of experts in a given area in EMBRC. Examples of “training hotspots” in EMBRC include, Bioinformatics, Data management, Ecology, Molecular Biology, Phycology, Physiology, Ports, Statistics, and Taxonomy. Of course because EMBRC is a distributed infrastructure not all partners have training capacity in all the training areas covered in the survey or contributes to the training “hotspots” in EMBRC. Taking into

consideration the number of EMBRC partners (13) relative to the total number of European institutions (> 80) offering Marine Science training it is evident that EMBRC partners have a critical training mass and strong training competence in Marine sciences and contribute substantially to the training offer in several key areas that are drivers of the Blue Economy including, Blue Biotechnology (training offer; 11 EMBRC/ 16 EU), Climate Change (2 EMBRC/ 5 EU), Environmental Sciences (10 EMBRC / 23 EU) and Naval Science (5 EMBRC/ 2 EU). Overall in Europe there is a strong training offer in Marine Sciences and EMBRC has a pivotal role in this area. Nonetheless, the more general areas of training such as, Marine Biology (training offer; 48 EU / 10 EMBRC), Marine Management (20 EU/ 1 EMBRC), Marine Sciences (38 EU/ 13 EMBRC) and Oceanography (21 EU/ 6 EMBRC) other European institutions, generally HE make a greater contribution.

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Figure 8 - Marine Science course offer across Europe broken down into thematic areas and compared to the EMBRC partner offer

 STAFF TRAINING

EMBRC partners not only intensified training of scientists during the construction phase but also expanded their training portfolio to cater for the needs of all types of personnel, administrative, management, technical and research (Figure 9). The training offer provided by EMBRC partners was diverse and tailor made to fit the expressed needs of the EMBRC partnership. The training was not only in the area of Marine science but complimentary training was also provided since the objective was to cover the needs of scientists and technicians and administrative personnel and to harmonize skills levels and capacities across EMBRC partners.

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Figure 9 - The relative proportion of training actions targeted at the main actors, by category, the EMBRC partners

The most frequent training offer included “on the job task specific training” and short courses /workshops and this was true for all categories of personnel (

Figure 9). None of the EMBRC partners reported HE training and although the specific reason for this was not established it is probable that one-on-one training in a professional context may be more desirable and certainly assisted in transferring knowledge and skills through the partner network. An additional factor may be that many of the researchers (the highest proportion of personnel that received training) already have a high skill level and so HE courses are of low interest. Interestingly intensive summer schools were a very popular training forum for technical staff and this is probably linked to time availability as this is the time when their support is less procured by researchers.

Figure 10 - Subject offer for Staff training

The most popular training themes for researchers were Bioinformatics, Molecular Biology and Biotechnology. Researchers and technical personnel had a common level of interest in

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acquiring skills in imaging. Complimentary skills courses, such as Career Management, Administrative tools, Communication and Management, and Personnel Management were popular and were procured equally by administrative, technical and research personnel. This is presumably linked to the desire by individuals to acquire tools and identify the means by which to develop and promote their careers, the fact that such courses are infrequent in HE and the need to be adaptable in an increasingly complex and shrinking job market.

INDUSTRY

Universities and industry have been collaborating for over a century, but the rise in the global knowledge economy has intensified the need for strategic partnerships that go beyond the traditional funding of discrete research projects. World-class research universities are at the forefront of pioneering such partnerships.9

The EMBRC partners recognize industry as an important player in Marine Sciences. This secction of the report identifies the training offer of relevance to Industry provided by EMBRC partners and by European institutes in general. distribution in EMBRC partners and in the global survey across Europe. 26 entries were collected and analysed as follows.

Figure 11 - Trainings in Marine Sciences offered for Industry across Europe (left) and by the EMBRC partnership (right)

A comparison was made between European institutions and EMBRC partners of the intensity of the training offer in Marine science targeted at Industry (Figure 11). Overall in Europe a relatively low training offer was identified that is directed at industry. VET courses were most commonly offered to industry and European institutions offered 21 different types of courses of which EMBRC partners offered 14. In European institutions Bachelors (1) and Master (4) courses were offered. EMBRC partners only offered training and short courses/ workshops to

industry. Overall for industry “on the job training” and short course/ workshops with direct practical implications seem to be favoured and this is probably because they meet the needs and restrictions of small companies operating in the Blue economy. The main thematic courses offered to industry in Europe, considered in relation to their relative frequently in relation to the

9_{Making Industry-University Partnerships Work - Lessons from successful collaborations}

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overall offer, included: Biotechnology (38.5%), Imaging (11.5%), Intellectual property (7.7%), Bioinformatics (7.7%) and Aquaculture (7.7%). All the other courses, Biology, Communication and Management, Marine Biology, Marine Science, Phycology and Taxonomy each corresponded to 3.8% of the offer.

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Part III

EMBRC training and education needs

Part III highlights the training needs expressed by EMBRC partners and the results were derived by analysis of the answers to the questionnaire. The questionnaire was not restricted to a specific level or type of training but instead targeted the needs of Administrative Staff, Technical Staff, Scientific Staff and Industry. The questionnaire was directed at each EMBRC member institution and not to individuals in the institution and so represents the institutional perception of need. Since there are only 13 full EMBRC members and only 7 replies were obtained it is likely that other training needs may also exist within EMBRC and in Europe in general and future actions will be required to identify them more explicitly. Moreover, within the Blue sector since the EMBRC does not encompass all potential areas it is likely that other training needs specific to a given sector (eg. tourism) remain to be identified. Table 3 summarises the needs identified by EMBRC partners.

 TRAINING NEEDS BY GENERAL JOB CATEGORIES

Table 3 - Training and Education Needs in EMBRC partners

ADMINISTRATIVE STAFF TECHNICAL STAFF SCIENTIFIC STAFF POTENTIAL USERS Project management (4) Mentoring programme Project management Financial and accounting

software Good Laboratory Practices E-teaching Technology transfer Database management Biostatistics CMS open source JAVA

(Ametys)

Resources management (reduce

costs, standardize data, ...) Phylogenetics Development of Android

applications Collections of organisms Proteomics and PCR Taxonomy and species

identification Underwater photography Isolation of organisms, cultivation

& maintenance, cryopreservation

Graphic Design (Photoshop and Illustrator)

Imaging

Specific equipment training Scientific Diving

The most important training needs, that is those most frequently highlighted in the questionnaire, are indicated by job category:

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 Administrative Staff: PROJECT MANAGEMENT, particularly EU projects and finance rules.

 Technical Staff: GOOD LABORATORY PRACTICES; RESOURCES AND DATA MANAGEMENT was considered unilaterally a priority by respondents of the questionnaire. Specific technical skills were also identified but were not common needs of all the EMBRC members and are indicated in table 3.

 Scientific Staff /Potential Users:PROJECT MANAGEMENT was seen as a priority by most of the EMBRC respondents and this was followed by the need for training in specific technical skills, science related but also complementary skills.

Staff exchange between partners and Access to other partner’s courses was acknowledged as a common need for Administrative and Technical Staff in order to capitalise on partner experience but also as a necessary step to promote a uniform operating system.

Another important action highlighted was the need to produce integrated training taking advantage of the expertise of the EMBRC members. The example given of a concrete action would be the expansion of existing training courses, such as the Masters and MARES PhD programmes to include other EMBRC members.

 INDUSTRY TRAINING

The survey didn’t reveal any relevant information regarding needs of Training and Education in Industry. This is no doubt linked to the fact that EMBRC members perceived the questionnaire to refer to their specific training needs. Since industry was not targeted as respondents of the questionnaire it was not possible to establish training requirements and how EMBRC could respond t their needs with an organised training offer.

Recommendations to minimize the training gap

Based on the data collected during the EMBRC Training and Education survey, some recommendations to improve the training offer were acknowledged. The failure to identify Industrial training needs is symptomatic of the lack of interaction between R&D and Industry and SMEs and is a general problem across a range of different economic sectors. This failure represents a clear priority if the pipeline from R&D to innovation and application is to be stimulated. Providing relevant training to Industry represents one route by which R&D institutions can build networks and spin-out into industry.

Types of training offer that should be provided or improved for RI Staff:

 PROJECT MANAGEMENT: financing, rules and general project management, in particular for EU projects.

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 BIODIVERSITY: diversity of marine organisms. Building collections of samples and organisms.

 GOOD LABORATORY PRACTICES: Hygiene and security, laboratory procedures, safety procedures.

 LABORATORY EXPERIENCE: practical / project work components in cell culture, molecular biology, etc

 TRAINING FOR USE OF HIGH TECH EQUIPMENT.

 SCIENTIFIC DIVING: underwater scientific procedures and techniques.

 CAREER MANAGEMENT: tools and procedures.

Actions to improve Training and Education offer for Industry:

1. IDENTIFY interesting industrial partners.

2. GET IN TOUCH with industry.

3. CONDUCT A SHORT SURVEY to establish what they need or are interested in learning (in person or by phone has highest success rates and bring extra information). 4. ESTABLISH a training plan IN CONSULTATION WITH INDUSTRY and DELIVER to

industrial partners.

5. IMPROVE the training plan to adapt it to their needs.

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4. Trends in the Blue Economy

EU's blue economy1_{represents 5.4 million jobs and a gross added value of just under €500} billion per year2_{. In all, 75% of Europe’s external trade and 37% of trade within the EU is} seaborne. Member States are already making strategic investments to unlock this potential. Lack of access to finance and a shortage of suitably skilled workers have been identified as factors that block growth in nearly all economic sectors. Member States are tackling the problem for the blue economy by developing maritime clusters. These are groupings of larger industries, smaller suppliers and educational establishments that reinforce each other through their close proximity. The better communication brought about by geographical proximity means that educational courses and research can meet the needs of local industry and suppliers can understand the market and predict future trends.10

An analysis of the job-creation potential, as well as the potential for research and development to deliver technology and innovations reveals a need for action at the EU level. The outcome of a wide scale analysis (www.cedefop.europa.eu/EN/Files/4064_en.pdf) has identified five value chains that

have the potential to deliver sustainable growth and jobs in the blue economy.17

10 COM(2012) 494 final

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25/29

BLUE GROWTH FOCUS AREAS

11

:

BLUE ENERGY

Target: Production of clean energy and Reduction in technology costs

Trend: Improvement and development offshore renewable energy technologies (Offshore wind power, Tidal barrage, Wave power devices and Ocean thermal energy conversion).

AQUACULTURE

Target: Growth of the aquaculture sector

Trend: Increase sustainable production and overcome the coastal or sea space constrains (building cages along with offshore windfarms, integrated multi-trophic aquaculture, farming of new species)

MARITIME, COASTAL AND CRUISE TOURISM

Target: Improve tourism offer for low-season tourism and Reduce the high carbon footprint and environmental impact of coastal tourism.

Trend: Improve the education of the working force. Ensure high quality of bathing waters and maintain pristine coastal and marine habitats.

MARINE MINERAL RESOURCES

Target: Extract minerals from the seafloor

Trend: R&D in extraction techniques. Define robust measures to avoid harming unique ecosystems.

BLUE BIOTECHNOLOGY

Target: Move the developmental stage to the commercialisation of innovative products. Trend: Deliver high-value products for the health, cosmetic and industrial biomaterials sectors. Production of metabolites and primary compounds (lipids, sugars, polymers, proteins) as inputs for the food, feed and chemical industries.

11COM(2012) 494 final

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26/29

TRAINING AND EDUCATION IN THE BLUE ECONOMY

Target: Deliver tailor made training and education for the five focus areas.

Trend: HE fulfils some of the basic training needs, but specializations are required to meet most of the targets and keep up with the identified trends. In all cases close cooperation between RI and HE and industry is recommended.

Topics: Oceanography, Hydrology, Marine Biodiversity, Food & Feed, Environmental management and conservation, Molecular Biology or ‘Omics are hot for blue economy

expansion and hold the key to sustainable economic growth and competitiveness of both RI and Industry.

ENABELING FACTORS FOR STIMULATING BLUE GROWTH:

1.

Sustainable R&D system

to provide the knowlegde base to support and

sustain blue growth

2.

Capitilization

of existing Marine Science knowledge, expertise and

resources in Europe

3.

Establish route to

technology transfer

(what knowledge and how)

4.

Market study and mechanisms for

commercialization

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27/29

5. Main Conclusions and Recommendations of the Report

Main Conclusions

 HE offer in Marine Sciences is wide and well organised in EU and within EMBRC partners.

 Information on Marine Sciences and Marine related BSc and MSc degrees was easy to find and a common nomenclature and recognition of courses occurs across Europe and in EMBRC partners.

 Information on the VET offer is not easy to identify and no training portal presenting the full offer exists, nomenclature of course type was heterogeneous and it was difficult to group and classify the training offer available as it is not uniform.

 VET courses were more likely to be found in R&D institutions and less in Universities/faculties that had a higher offer of long term courses (BSc and PhD).

 There is a lack of communication between R&D institutions/Universities/faculties and Industry, concerning Training and Education

 The HE offer already fulfils some of the Blue Economy targets, but VET courses are needed and should be tailored to meet the specific needs of RI and Industry and should accompany production sector trends.

Main Recommendations of the Report

 Improve training offer for staff according to their needs at an affordable cost and with an appropriate duration and training model.

 Implement actions to standardize vocational education offered in the EU.

 Get in touch with industry and develop a training plan and activities directed at improving their competitiveness through high level training of personnel.

 Keep up with the main Economic trends–It’s where the money is!

 Establish a training portal/on-line course and standardize the training offer at the level of organisation, structuring and frequency of the offer.

 Produce training guidelines to generate common training standardsacross Europe.

 Identify future trends and offer specialized training to promote capitalization of knowledge and spreading between EMBRC partners and with Europe in general.

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28/29

Annexes:

I. Questionnaire

(30)

EMBRC Existing and Needed Training and Education

In order to develop the Training and Education strategy for EMBRC it is required to survey existing programmes in the partnership, as well as perceived needs. Programmes to be reported or suggested in the context of the future EMBRC should include different target groups: administrative, scientific and industry. This should include not only Master/PhD programs but also education and training programs dedicated to external users. Consequently the target public should be considered broad (researchers, technicians, students, scholars, etc.)

1. Partner name

2. Please list existing education or training programs for administrative staff (relevant to

EMBRC). For each item indicate the duration and provide objective and a short

description (and/or URL)

3. Please list existing education or training programs for technical staff (relevant to

EMBRC). For each item indicate the duration and provide objective and a short

description (and/or URL)

4. Please list existing education or training programs for industry (relevant to EMBRC).

For each item indicate the duration and provide objective and a short description

(and/or URL)

5. Please list existing education or training programs for scientific staff / users and

potential users (relevant to EMBRC).For each item indicate the duration and provide

objective and a short description (and/or URL)

6. Please identify needs/gaps in terms of education and/or training programs for

administrative staff. For each topic please provide a short objective, an estimation of

duration of training, potential size of target group and estimation of budget needed

*

5 5 6 6 5 5 6 6 5 5 6 6 5 5 6 6 5 5 6 6

(31)

EMBRC Existing and Needed Training and Education

technical staff (consider technical needs for EMBRC technological platforms). For each

topic please provide a short objective, an estimation of duration of training, potential

size of target group and estimation of budget needed

scientific staff/potential users. For each topic please provide a short objective, an

estimation of duration of training, potential size of target group and estimation of

budget needed (consider also Master's/PhD programmes)

industry. For each topic please provide a short objective, an estimation of duration of

training, potential size of target group and estimation of budget needed

5 5 6 6 5 5 6 6 5 5 6 6

(32)

2/7/13 EuroMarine Training Catalogue

www.euromarineconsortium.eu/content-education/overview-trainings/ 1/13

Euromarine Training Catalogue

TABLE • FULL INFO • THUMBNAILS

210

Items

Title Target Audience Type of Training Institute Country

Advanced ICES Training Course: Stock

Assessment

Post-Doc / Staff Personal

Training ICES Denmark

Advanced School on Complexity, Adaptation and Emergence in Marine Ecosystems

Post-Doc / Staff Personal

Training The AbdusSalam

International Centre for Theoretical Physics

Italy

Algae Taxonomy: Brown

Macroalgae GraduateStudents Summer School UniversityPierre and

Marie Curie and Station Biologique de Roscoff France Analysis and Management of Mediterranean Ecos Graduate

Students MasterProgramme University ofAlicante Spain

Applied Aquatic Biology Graduate

Students MasterProgramme University ofPortsmouth UnitedKingdom

Applied Biosciences (Aquaculture) (BSc Hons)

Undergraduate

Students Bachelorprogramme University ofPlymouth UnitedKingdom

Applied Marine and Fisheries Ecology: Concepts and Practices for Ecosystem-Based Management

Undergraduate

Students MasterProgramme University ofAberdeen Scotland

Applied Marine Biology Undergraduate

Students Bachelorprogramme Heriot-WattUniversity UnitedKingdom

Applied Marine

Geoscience GraduateStudents MasterProgramme BangorUniversity UnitedKingdom

Applied Marine Science Graduate

Students Master Programme University of Plymouth United Kingdom

Applied Marine Science Graduate

Students MasterProgramme University ofPlymouth UnitedKingdom

Applied Physical

Oceanography GraduateStudents MasterProgramme BangorUniversity UnitedKingdom

Aquaculture Graduate

Students MasterProgramme University ofRostock Germany

Aquaculture Doctoral Doctoral School University of Spain

Search 1 2 3 1 9 1 1 1 1 1 1 1 1 31 1 6 5 1 3 1 1 1 1 1 1 Keywords acclimatization acoustics adaptation adaptation capacity adaptive strategies ageing algae algal forest analytical technique animal welfare anthropogenic impacts antropocene aquaculture aquaculture construction aquatic biology aquatic ecology aquatic ecosystems aquatic environment aquatic invasive species aquatic organisms aquatic plants aquatic resources aquatic vegetation Arctic 40 17 3 125 1 9 15 Type of Training Bachelor programme Doctoral School Group Based Training Master Programme NA Personal Training Summer School 21 127 5 57 Target Audience Doctoral Students Graduate Students Post-Doc / Staff Undergraduate Students 1 8 1 6 1 11 1 17 16 14 6 4 9 1 4 4 5 13 Country Austria Belgium Bulgaria Croatia Cyprus Denmark Finland France Germany Greece Iceland Ireland Italy Lithuania Malta Norway Poland Portugal 1 4 1 1 Institute Aalborg University Agricultural University of Athens Alfred-Wegener Institute Antwerp Language of the Training

(33)

Aquaculture Doctoral

Students Doctoral School University ofBarcelona Spain

Aquaculture Undergraduate

Students Bachelorprogramme AgriculturalUniversity of

Athens

Greece

Aquaculture and Fish

Biology GraduateStudents Bachelorprogramme Holar College Iceland

Aquaculture and

Fisheries GraduateStudents MasterProgramme Centre ofMarine

Sciences

Portugal

Aquaculture and

Fisheries GraduateStudents MasterProgramme University ofAlgarve Portugal

Aquaculture and Fisheries: Marine Resources and Sustainability

Graduate

Students MasterProgramme University ofCadiz Spain

Aquaculture and

Hydrobiology GraduateStudents MasterProgramme AristotleUniversity of

Thessaloniki

Greece

Aquaculture and Marine

Resource Management UndergraduateStudents MasterProgramme WageningenUniversity TheNetherlands

Aquaculture and Marine

Resource Management GraduateStudents MasterProgramme WageningenUniversity TheNetherlands

Aquaculture Studies Undergraduate

Students Bachelorprogramme University ofDubrovnik Croatia

Aquatic and Marine

Biology UndergraduateStudents Bachelorprogramme University ofIceland Iceland

Aquatic Biological

Resources GraduateStudents MasterProgramme University ofPorto Portugal

Aquatic Ecology Graduate

Students MasterProgramme LinnaeusUniversity Sweden

Aquatic Invasive Species Undergraduate Students Master Programme Bournemouth University United Kingdom Aquatic Science and

Technology GraduateStudents MasterProgramme TechnicalUniversity of

Denmark

Aquatic Sciences Doctoral

Students Doctoral School CopenhagenUniversity Denmark

ARCTOS PhD School Doctoral

Students Doctoral School University ofTromsø (UoT) Norway

Atmospheric Sciences, Oceanography and Climate

Graduate

Students MasterProgramme StockholmUniversity Sweden

Biodiversity

Conservation GraduateStudents MasterProgramme University ofthe Aegean

and University of Montpellier

Greece and France

Biological Undergraduate Bachelor Gdansk Poland

6 1 136 1 4 1 2 2 2 1 11 1 5 7 1 2 2 1 3 8 12 1 1 Training Croatian Dutch English English 40% English, French English, German English, Italian English, Portuguese English, Spanish English, Swedish French French 60% German Greek Greek and English Icelandic Italian NA Polish Portuguese Spanish Swedish Ukrainian 9 6 195 Duration Type Single Event Upon Demand Yearly Recurring 5 4 1 2 1 2 1 1 2 1 2 30 1 1 Duration of the Course 1 Semester 10 Days 106 Hours 11 Days 12 Days 14 Days 150 Hours (from 4h to 44h per sub-module) 18 Days 2 Days 2 Semester progression route for students with an approved foundation degree 2 semesters 2 Semesters 2 Semesters (= 2700 Hours) 2 Semesters (Full time (Part-time study over 4 Semesters may be possible) 1 1 2 1 1 3 1 Period of Organization of the Course 01/04/2011-24/09/2011 01/07/2012 - 15/08/2012)- 01/09/2011-30/06/2013 01/09/2011-30/06/2014 01/09/2011-31/08/2013 01/10/2011-july 2013 01/10/2012

(34)

Biological

Oceanography UndergraduateStudents Bachelorprogramme GdanskUniversity Poland

Biological

Oceanography UndergraduateStudents Bachelorprogramme National andKapodistrian

University of Athens

Greece

Biology and Aquatic

Ecology GraduateStudents MasterProgramme LundUniversity Sweden

Biology and

Management of Water Quality

Graduate

Students MasterProgramme University ofPorto Portugal

Biology of marine organisms: fundamental and applied bases

Graduate

Students MasterProgramme UniversityPierre and

Marie Curie

France

Climate Change: Impacts and Mitigation MSc/Diploma/Certificate

Graduate

Students MasterProgramme Heriot-WattUniversity UnitedKingdom

Climate Change: Managing the Marine Environment

MSc/Diploma/Certificate

Graduate

Coastal and Marine Environment Studies (Coastal Management)

Undergraduate

Students Bachelorprogramme PembrokeshireCollege UnitedKingdom

Coastal and Marine

Management GraduateStudents MasterProgramme UniversityCentre of the

West Fjords

Iceland

Coastal and Ocean

Sciences GraduateStudents MasterProgramme University ofAveiro Portugal

Coastal Ecology Graduate

Students MasterProgramme University ofMalta Malta

Coastal Management Graduate

Students MasterProgramme University ofthe Aegean Greece

Coastal Management Graduate

Students MasterProgramme University oflas Palmas de

Gran Canaria

Spain

Coastal Management

and Informatics with GIS GraduateStudents MasterProgramme UniversityCollege Cork Ireland

Coastal Marine Biology Undergraduate

Students MasterProgramme University ofHull UnitedKingdom

Coastal Zone

Management UndergraduateStudents MasterProgramme University ofUlster UnitedKingdom

Coastal Zone

Management. UndergraduateStudents Bachelorprogramme NoviaUniversity of

Applied Sciences

Finland

Conservation and Use of

(35)

Dargut Kemali/IBRO course in Mediterranean Neuroscience

Post-Doc / Staff Summer School Zoological

Station Anton Dohrn

Italy

De-Pollution of the

Mediterranean GraduateStudents MasterProgramme EMUNIUniversity Slovenia

Degree Thesis Assignment and Monitoring

Undergraduate

Students MasterProgramme ZoologicalStation Anton

Dohrn

Italy

Diversity of Living

Organisms DoctoralStudents Doctoral School UniversityPierre and

Marie Curie

France

Doctoral Programme on Marine Ecosystem Health and Conservation

Doctoral

Students Doctoral School GhentUniversity Belgium

Doctoral School of Environmental Science

Doctoral Students

Doctoral School University

Pierre and Marie Curie

France

Doctoral School of

Marine Science DoctoralStudents Doctoral School University ofEastern

Brittany

France

DPG Physics School

"Physics of the Ocean" GraduateStudents PersonalTraining IFM-GEOMAR,University of

Kiel, and University of Bremen

Germany

Earth and Ocean

Sciences UndergraduateStudents Bachelorprogramme NationalUniversity of

Ireland, Galway

Ireland

Ecological Marine

Management GraduateStudents MasterProgramme Free Universityof Brussels Belgium

Ecology Graduate

Students MasterProgramme University ofBremen Germany

Ecology and

Environmental Science GraduateStudents MasterProgramme KlaipedosUniversity Lithuania

Ecology with Focus on

Marine Biology GraduateStudents MasterProgramme University ofVienna Austria

Ecosystem Approach for Exploited Marine Resources (AERME)

Graduate

Students MasterProgramme University ofMontpellier 2,

Ifremer, and IRD

France

Environmental

Management GraduateStudents MasterProgramme University ofKiel Germany

Erasmus Mundus Master Course in Coastal and Marine Engineering and Management

Graduate

Students MasterProgramme DelftUniversity of

Technology

The

Netherlands

(36)

Erasmus Mundus Master of Science in Marine Biodiversity and Conservation (EMBC)

Graduate

Students MasterProgramme GhentUniversity Belgium

Estuarine and Coastal Science and

Management (Msc/PG)

Graduate

Students MasterProgramme University ofHull UnitedKingdom

Estuary and Coastal Geosciences Graduate Students Master Programme Heriot-Watt University United Kingdom Experimental Developmental Biology of Marine Invertebrates Graduate

Students MasterProgramme University ofSalento and

University Pierre and Marie Curie

Italy and France

Fate of the Arctic Spring

Bloom DoctoralStudents Doctoral School TechnicalUniversity of

Denmark

Field Skills Graduate

Students MasterProgramme BournemouthUniversity UnitedKingdom

Fish Survey Design and

Application GraduateStudents MasterProgramme BournemouthUniversity UnitedKingdom

Fisheries and

Aquaculture GraduateStudents MasterProgramme University ofMalta Malta

Fisheries Science Undergraduate

Students Bachelorprogramme University ofAkureyri Iceland

From Bloom to Gloom Doctoral

Students Doctoral School TechnicalUniversity of

Denmark

Fundamentals of Sonar Graduate

Genetics and Evolution

of Marine Organisms DoctoralStudents Doctoral School University ofMontpellier 2 France

GIS for Environmental

Managers GraduateStudents MasterProgramme BournemouthUniversity UnitedKingdom

Harmful Algae Graduate

Students MasterProgramme University ofOslo Norway

Hydrobiology Undergraduate

Students Bachelorprogramme NicolausCopernicus

University

Poland

Hydrobiology Undergraduate

Students Bachelorprogramme AgriculturalUniversity of

Athens

Greece

Hydrobiology: Ecology of the Sea and Continental Waters

Undergraduate

Students NA OdessaNational

Mechnikov University Ukraine Hydrography MSc/ Pg dip Graduate Students Master Programme University of Plymouth United Kingdom

(37)

Integrated Coastal Zone

Management UndergraduateStudents MasterProgramme University ofGlamorgan UnitedKingdom

Integrated Management

of Coastal Areas GraduateStudents MasterProgramme University ofCadiz Spain

Integrated Management

of Littoral Ecosystems GraduateStudents MasterProgramme University ofLa Rochelle France

International Marine Environmental Consultancy (IMEC)

Graduate

Students MasterProgramme NewcastleUniversity UnitedKingdom

International Master of

Aquaculture Programme GraduateStudents MasterProgramme GhentUniversity Belgium

Introduction

Hydrography GraduateStudents Group BasedTraining HogereZeevaartschool

Antwerpen

Belgium

Introduction to Ecosystem Modelling using Ecopath and Ecosim

Undergraduate

Students Summer School The ScottishAssociation for

Marine Science (SAMS)

Scotland

Introduction to Sonar Graduate

Joint European Masters in Water and Coastal Management

Graduate

Students MasterProgramme University ofAlgarve Portugal

Joint Nordic Master's Programme in Marine Ecosystems and Climate

Graduate

Students MasterProgramme IcelandUniversity of

education Iceland, Norway, and Denmark Limnology and

Oceanography GraduateStudents MasterProgramme University ofAmsterdam TheNetherlands

Management and Conservation of Natural Resources

Graduate

Students MasterProgramme University ofÉvora Portugal

Management of Terrestrial and Marine Resources

Graduate

Students MasterProgramme University ofCrete Greece

Management of Terrestrial and Marine Resources (Ph. D)

Doctoral

Students Doctoral School University ofCrete Greece

Mariculture Graduate

Students MasterProgramme University ofDubrovnik Croatia

Mariculture Graduate

Students MasterProgramme University oflas Palmas de

Gran Canaria

Spain

Marine and Aquatic

Biology GraduateStudents MasterProgramme Holar College Iceland

Marine and Coastal

(38)

Resource Management Students programme Aberdeen

Marine and Coastal

Sciences (MSL) GraduateStudents MasterProgramme University ofWestern

Brittany

France

Marine and Freshwater

Biology UndergraduateStudents Bachelorprogramme University ofHull UnitedKingdom

Marine Biodiversity and Biotechnology

Graduate

Marine Biodiversity and

Conservation GraduateStudents MasterProgramme University ofOviedo Spain

Marine Biology Graduate

Students MasterProgramme University ofRostock Germany

Students MasterProgramme University ofEssex UnitedKingdom

Marine Biology Undergraduate

Students Bachelorprogramme University ofCyprus Cyprus

Students MasterProgramme BangorUniversity UnitedKingdom

Students MasterProgramme University ofAveiro Portugal

Students MasterProgramme University ofBologna Italy

Students MasterProgramme University ofPadova Italy

Students MasterProgramme University ofGroningen TheNetherlands

Students MasterProgramme StockholmUniversity Sweden

Students Master Programme University of Southampton United Kingdom

Students Bachelorprogramme StockholmUniversity Sweden

Students Bachelorprogramme University ofValencia Spain

Students MasterProgramme University ofBologna Italy

Students MasterProgramme GdanskUniversity Poland

Students MasterProgramme UniversityCollege Cork Ireland

Marine Biology (BSc

Hons) UndergraduateStudents Bachelorprogramme University ofPortsmouth UnitedKingdom

Marine Biology (BSc

Hons) UndergraduateStudents Bachelorprogramme University ofPlymouth UnitedKingdom

(39)

Marine Biology (BSc

Hons) UndergraduateStudents Bachelorprogramme University ofNewcastle UnitedKingdom

Marine Biology and Coastal Ecology (BSc Hons)

Undergraduate

Marine Biology and

Ecology GraduateStudents MasterProgramme University ofSplit Croatia

Marine Biology and

Ecology UndergraduateStudents Bachelorprogramme University ofSplit Croatia

Marine Biology and Oceanography (Bsc Hons)

Undergraduate

Marine Biology and Oceanography (BSc Hons)

Undergraduate

Students Bachelorprogramme NewcastleUniversity UnitedKingdom

Marine Biology Summer

School in Hel UndergraduateStudents Summer School GdanskUniversity Poland

Marine Ecology Graduate

Students MasterProgramme University ofLisboa Portugal

Marine Ecology and

Conservation GraduateStudents MasterProgramme BournemouthUniversity UnitedKingdom

Marine Ecotoxicology and Environmental Management

Graduate

Students MasterProgramme University ofMalta Malta

Marine Environment of

the Mediterranean Sea GraduateStudents MasterProgramme EMUNIUniversity Slovenia

Marine Environmental

Protection GraduateStudents MasterProgramme BangorUniversity UnitedKingdom

Science GraduateStudents MasterProgramme University ofOldenburg Germany

Science (BSc Hons) UndergraduateStudents Bachelorprogramme University ofPortsmouth UnitedKingdom

Marine Fishery Undergraduate

Students Bachelorprogramme University ofSplit Croatia

Marine Fishery Graduate

Students MasterProgramme University ofSplit Croatia

Marine Genomics

Courses for Scientists DoctoralStudents Group BasedTraining StationBiologique de

Roscoff

France

Marine Geoscience (BSc

Hons) UndergraduateStudents Bachelorprogramme University ofPlymouth UnitedKingdom

Marine Microbiology (Marmic) MSc/PhD program

Graduate

Students MasterProgramme Max PlanckInstitute for

Marine Microbiology

Germany

Marine Phytoplankton

(40)

with emphasis on toxic

species Students University

Marine Planktonic Protists: functional biology, ecology and phylogeny.

Doctoral

Students Doctoral School CopenhagenUniversity Denmark

Marine Policy and

Planning GraduateStudents MasterProgramme University ofPlymouth UnitedKingdom

Marine Resource Development and Protection

Graduate

Marine Science Undergraduate

Students Bachelorprogramme NationalUniversity of

Ireland, Galway

Ireland

Marine Science Doctoral

Students Doctoral School University ofBarcelona Spain

Marine Science Graduate

Students MasterProgramme University ofSouthern

Denmark

Students Bachelorprogramme CatholicUniversity of

'San Vicente Mártir'

Spain

Students Bachelorprogramme University oflas Palmas de

Gran Canaria

Spain

Marine Science Graduate

Students MasterProgramme University ofGothenburg Sweden

Marine Science with

DID/DAS (Hons) UndergraduateStudents Bachelorprogramme University ofUlster UnitedKingdom

Marine Science: Oceanography and Marine Environmental Management

Graduate

Students MasterProgramme University ofBarcelona Spain

Marine Sciences Undergraduate

Students Bachelorprogramme University ofthe Aegean Greece

Marine Sciences (Ph.D) Doctoral

Students Doctoral School University ofthe Aegean Greece

Marine Spatial Planning

MSc/Diploma/Certificate GraduateStudents MasterProgramme Heriot-WattUniversity UnitedKingdom

Marine Studies Undergraduate

Students Bachelorprogramme University ofAlicante Spain

Marine Taxonomy and

Habitat Survey GraduateStudents MasterProgramme BournemouthUniversity UnitedKingdom

Marine Zoology (BSc

(41)

Marine/Terrestrial

Vegetation and Floristics GraduateStudents MasterProgramme Un