Training and Education Trends in the Blue Economy

Transcription

1 Training and Education Trends in the Blue Economy Deliverable D11.9 February 2014 The EMBRC preparatory-phase

2 Contents Abbreviations... 2 Definitions... 2 Executive Summary The EMBRC project Introduction EU Policies and strategies for training and education for marine knowledge EMBRC positioning on training and education 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 EMBRC training and education needs Recommendations to minimize the training gap Trends in the Blue Economy Main Conclusions and Recommendations of the Report Annexes: /29

3 Abbreviations BSc of Science EU European Union HE Higher education IP Intellectual property ISCED International Standard Classification of Education MSc 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 's or Honour's degrees (BSc and BSc Hons) or post-graduate s such as '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 Higher Education- definition. Education Working Group. 3 Cedefop (European Centre for the Development of Vocational Training) publication on terminology "Terminology of European education and training policy - a selection of 100 key terms". 2/29

4 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 Trends in 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 COM(2008) 534 final 3/29

5 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. 4/29

6 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. 5/29

7 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. 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 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 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 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 /29

8 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 catalogue 8 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 ( 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. 8 Euromarine Training Catalogue 7/29

9 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. Figure 1 - Marine Stations participating in EMBRC. Blue dots: EMBRC Partners; Yellow dots: EMBRC Associate partners Table 1 - EMBRC Marine Stations and Associates Partners and their geographical location EMBRC Marine Stations ACRONIM Marine Station Country ACRONI M EMBRC Associates Partners Marine Station Country SZN Stazione Zoologica Anton Dohrn Italy NIOZ Royal Netherlands Institute for Sea Research Loven Sven Loven Centre for Marine Sweden IUI Interuniversity Institute for Marine Sciences Sciences - Eilat SBR Station Biologique de Roscoff France PIE-UPV/ EHU OOB OOV SAMS Observatoire Océanologique de Banyuls sur mer Observatoire Océanologique de Villefranche sur mer Scottish Association for Marine Science Plentzia Marine Station France ECIMAT Estación de Ciencias Marinas de Toralla France MBS-UC Marine Biological Section, Copenhagen Scotland, UK SOI Scottish Oceans Institute Scotland, UK MBA The Marine Biological Association England, UK CCMAR Centre for Marine Sciences Portugal UGhent/ VLIZ Ghent (UGent) and the Flanders Marine Institute (VLIZ) The Netherlands Israel Spain Spain Denmark Belgium TZS Tvärminne Zoological Station Finland CORPI Marine Science and Technology Centre - Klaipėda Lithuania AWI HCMS SARS Alfred Wegener Institute for Polar and Marine Research Institute of Marine Biology and Genetics, Hellenic Centre for Marine Research Sars International Centre for Marine Molecular Biology Germany Greece Norway 8/29

10 EMBL European Molecular Biology 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 (BSc), (MSc), Doctorate (PhD) and Postdoctorate 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 Figure 2. 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. 9/29

11 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 Short course / workshop Specialization course Training TYPICAL DURATION 1-3 days <1 year < 10 days TYPICAL TARGET(s) Institutions Staff Industry Professionals Post- Institution s Staff Industry Professionals Post- Institution s Staff Industry Professionals Post- TOTAL SURVEY OCCASIONAL (%) DISTANCE LEARNING (%) TOTAL EMBRC PARTNERS OCCASIONAL (%) DISTANCE LEARNING (%) % 0.7% 65 28% 1.6% % 0.2% 7 0.5% 0% % 0% % 0% Summer School 3 days - 2 months % 0% 7 1.1% 0% s 3-4 years 60 0% 0% 9 0% 0% 1-2 years s % 0.2% 35 0% 0.5% Doctoral 3-5 years s 47 0% 0% 19 0% 0% Postdoctoral 1,5-3 years Doctorates Doctoral 16 0% 0% 15 0% 0% TOTAL % 1.1% % 2.1% 10/29

12 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 s and s training in Europe. In contrast in other European Institutions offering Marine science training s and s s 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. s 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. 11/29

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14 GEOGRAPHICAL DISTRIBUTION 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 13/29

15 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. 14/29

16 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 15/29

17 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. 16/29

18 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. 17/29

19 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 18/29

20 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 s (1) and (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- Partnerships Work - Lessons from successful collaborations 19/29

21 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. 20/29

22 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 ADMINISTRATIVE STAFF Table 3 - Training and Education Needs in EMBRC partners TECHNICAL STAFF SCIENTIFIC STAFF POTENTIAL USERS Project management (4) Mentoring Project management Financial and accounting software Good Laboratory Practices E-teaching Technology transfer Database management Biostatistics CMS open source JAVA (Ametys) Development of Android applications Resources management (reduce costs, standardize data,...) Collections of organisms Taxonomy and species identification Isolation of organisms, cultivation & maintenance, cryopreservation Imaging Specific equipment training Scientific Diving Phylogenetics Proteomics and PCR Underwater photography Graphic Design (Photoshop and Illustrator) The most important training needs, that is those most frequently highlighted in the questionnaire, are indicated by job category: 21/29

23 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 s and MARES PhD s 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. SOFT SKILLS: marketing, technology transfer, IP, entrepreneurship, management. 22/29

24 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. 6. STIMULATE a TRAINING OFFER from industry for RI. 23/29

25 4. Trends in the Blue Economy EU's blue economy 1 represents 5.4 million jobs and a gross added value of just under 500 billion per year 2. 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 ( has identified five value chains that have the potential to deliver sustainable growth and jobs in the blue economy COM(2012) 494 final 24/29

26 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. 11 COM(2012) 494 final 25/29

27 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 5. Up to date and good quality training and education 26/29

28 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 standards across Europe. Identify future trends and offer specialized training to promote capitalization of knowledge and spreading between EMBRC partners and with Europe in general. 27/29

29 Annexes: I. Questionnaire II. Euromarine training catalogue 28/29

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 s in the partnership, as well as perceived needs. s 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 /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) 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) 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) 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) 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 6

31 EMBRC Existing and Needed Training and Education 7. Please identify needs/gaps in terms of education and/or training programs for 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 Please identify needs/gaps in terms of education and/or training programs for 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 's/phd s) Please identify needs/gaps in terms of education and/or training programs for 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 6

32 2/7/13 EuroMarine Training Catalogue Euromarine Training Catalogue TABLE FULL INFO THUMBNAILS Search 210 Items Title Target Audience Type of Training Institute Country Advanced ICES Training Course: Stock Assessment Advanced School on Complexity, Adaptation and Emergence in Marine Ecosystems Algae Taxonomy: Brown Macroalgae Analysis and Management of Mediterranean Ecos Applied Aquatic Biology Applied Biosciences (Aquaculture) (BSc Hons) Applied Marine and Fisheries Ecology: Concepts and Practices for Ecosystem-Based Management Applied Marine Biology Applied Marine Geoscience Applied Marine Science Applied Marine Science Applied Physical Oceanography Aquaculture Post-Doc / Staff Post-Doc / Staff Personal Training Personal Training Summer School 1/13 ICES The Abdus Salam International Centre for Theoretical Physics Pierre and Marie Curie and Station Biologique de Roscoff Alicante Portsmouth Plymouth Aberdeen Heriot-Watt Bangor Plymouth Plymouth Bangor Rostock Denmark Italy France Spain Scotland Germany Aquaculture Doctoral Doctoral School Spain Keywords 9 1 acclimatization 2 acoustics 3 adaptation 1 adaptation capacity 1 adaptive Type of strategies Training 401 ageing 1 algae 171 algal Doctoral forest School 13 analytical Group technique Based 1 animal Training 125 welfare 1 Target Audience 1 anthropogenic NA 21 impacts Doctoral 9 Personal 1 Training 127 antropocene 15 Summer 31 School 5 aquaculture Post-Doc / Staff 1 57 aquaculture construction Country 6 aquatic 1 biology Austria 58 aquatic Belgium 1 ecology Bulgaria 1 6 aquatic Croatia ecosystems 1 Cyprus 3 aquatic 11 Denmark environment 1 Finland aquatic 17 invasive France Institute 16 species Germany 14 1 aquatic Greece Aalborg 6 organisms Iceland 4 1 aquatic Ireland 9 plants Agricultural Italy 1 aquatic Lithuania Athens resources 41 Malta Alfred- aquatic 4 Norway Wegener vegetation 5 Poland Institute Language Arctic 13 1 Portugal Antwerp of the Training

33 2/7/13 EuroMarine Training Catalogue Aquaculture Aquaculture Aquaculture and Fish Biology Aquaculture and Fisheries Aquaculture and Fisheries Aquaculture and Fisheries: Marine Resources and Sustainability Aquaculture and Hydrobiology Aquaculture and Marine Resource Management Aquaculture and Marine Resource Management Aquaculture Studies Aquatic and Marine Biology Aquatic Biological Resources Aquatic Ecology Aquatic Invasive Species Aquatic Science and Technology Aquatic Sciences ARCTOS PhD School Atmospheric Sciences, Oceanography and Climate Biodiversity Conservation Doctoral Doctoral Doctoral Doctoral School Doctoral School Doctoral School Barcelona Agricultural Athens Holar College Centre of Marine Sciences Algarve Cadiz Aristotle Thessaloniki Wageningen Wageningen Dubrovnik Iceland Porto Linnaeus Bournemouth Technical Denmark Copenhagen Tromsø (UoT) Stockholm the Aegean and of Montpellier 2/13 Spain Greece Iceland Portugal Portugal Spain Greece The Netherlands The Netherlands Croatia Iceland Portugal Sweden Denmark Denmark Norway Sweden Greece and France Biological Gdansk Poland Training 6 Croatian 1 Dutch 136 English 1 English 40% 4 English, French 1 English, Duration German Type 29 English, Single Event Italian 6 Upon 2 English, Demand Portuguese 195 Yearly 2 English, Recurring Spanish 1 English, Swedish 11 French Duration of the Course 1 French 60% 5 1 German Semester 7 Greek 4 10 Days Greek and Hours English 2 11 Days Icelandic 1 12 Days 2 Italian 2 14 Days 1 NA Hours 3 Polish Period (from of 4h Organization 8 to 44h per of the CoursePortuguese sub-module) 121 Spanish 18 Days 12 Swedish 2 Days 1 Ukrainian 2 Semester progression 1 route for students 01/04/2011- with an 24/09/2011 approved 1 foundation degree 01/07/ /08/2012)- semesters /09/2011- Semesters 30/06/ Semesters 01/09/2011- (= 30/06/ Hours) /09/2011- Semesters 31/08/2013 (Full time 3 (Part-time study 01/10/2011- over 4 Semesters july may be possible) 01/10/2012

34 2/7/13 EuroMarine Training Catalogue Biological Oceanography Gdansk Poland Biological Oceanography National and Kapodistrian Athens Greece Biology and Aquatic Ecology Lund Sweden Biology and Management of Water Quality Porto Portugal Biology of marine organisms: fundamental and applied bases Pierre and Marie Curie France Climate Change: Impacts and Mitigation MSc/Diploma/Certificate Heriot-Watt Climate Change: Managing the Marine Environment MSc/Diploma/Certificate Heriot-Watt Coastal and Marine Environment Studies (Coastal Management) Pembrokeshire College Coastal and Marine Management Centre of the West Fjords Iceland Coastal and Ocean Sciences Aveiro Portugal Coastal Ecology Malta Malta Coastal Management the Aegean Greece Coastal Management las Palmas de Gran Canaria Spain Coastal Management and Informatics with GIS College Cork Ireland Coastal Marine Biology Hull Coastal Zone Management Ulster Coastal Zone Management. Novia Applied Sciences Finland Conservation and Use of Natural Resources Personal Training Rostock Germany 3/13

35 2/7/13 EuroMarine Training Catalogue Dargut Kemali/IBRO course in Mediterranean Neuroscience Post-Doc / Staff Summer School Zoological Station Anton Dohrn Italy De-Pollution of the Mediterranean EMUNI Slovenia Degree Thesis Assignment and Monitoring Zoological Station Anton Dohrn Italy Diversity of Living Organisms Doctoral Doctoral School Pierre and Marie Curie France Doctoral on Marine Ecosystem Health and Conservation Doctoral Doctoral School Ghent Belgium Doctoral School of Doctoral Doctoral School France Environmental Science Pierre and Marie Curie Doctoral School of Marine Science Doctoral Doctoral School Eastern Brittany France DPG Physics School "Physics of the Ocean" Personal Training IFM-GEOMAR, Kiel, and Bremen Germany Earth and Ocean Sciences National Ireland, Galway Ireland Ecological Marine Management Free of Brussels Belgium Ecology Bremen Germany Ecology and Environmental Science Klaipedos Lithuania Ecology with Focus on Marine Biology Vienna Austria Ecosystem Approach for Exploited Marine Resources (AERME) Montpellier 2, Ifremer, and IRD France Environmental Management Kiel Germany Erasmus Mundus Course in Coastal and Marine Engineering and Management Delft Technology The Netherlands Erasmus Mundus Ghent Belgium 4/13

36 2/7/13 EuroMarine Training Catalogue Erasmus Mundus of Science in Marine Biodiversity and Conservation (EMBC) Ghent Belgium Estuarine and Coastal Science and Management (Msc/PG) Hull Estuary and Coastal Heriot-Watt Geosciences Experimental Developmental Biology of Marine Invertebrates Salento and Pierre and Marie Curie Italy and France Fate of the Arctic Spring Bloom Doctoral Doctoral School Technical Denmark Denmark Field Skills Bournemouth Fish Survey Design and Application Bournemouth Fisheries and Aquaculture Malta Malta Fisheries Science Akureyri Iceland From Bloom to Gloom Doctoral Doctoral School Technical Denmark Denmark Fundamentals of Sonar Bournemouth Genetics and Evolution of Marine Organisms Doctoral Doctoral School Montpellier 2 France GIS for Environmental Managers Bournemouth Harmful Algae Oslo Norway Hydrobiology Nicolaus Copernicus Poland Hydrobiology Agricultural Athens Greece Hydrobiology: Ecology of the Sea and Continental Waters NA Odessa National Mechnikov Ukraine Hydrography MSc/ Pg dip Plymouth 5/13

37 2/7/13 EuroMarine Training Catalogue Integrated Coastal Zone Management Glamorgan Integrated Management of Coastal Areas Cadiz Spain Integrated Management of Littoral Ecosystems La Rochelle France International Marine Environmental Consultancy (IMEC) Newcastle International of Aquaculture Ghent Belgium Introduction Hydrography Group Based Training Hogere Zeevaartschool Antwerpen Belgium Introduction to Ecosystem Modelling using Ecopath and Ecosim Summer School The Scottish Association for Marine Science (SAMS) Scotland Introduction to Sonar Bournemouth Joint European s in Water and Coastal Management Algarve Portugal Joint Nordic 's in Marine Ecosystems and Climate Iceland education Iceland, Norway, and Denmark Limnology and Oceanography Amsterdam The Netherlands Management and Conservation of Natural Resources Évora Portugal Management of Terrestrial and Marine Resources Crete Greece Management of Terrestrial and Marine Resources (Ph. D) Doctoral Doctoral School Crete Greece Mariculture Dubrovnik Croatia Mariculture las Palmas de Gran Canaria Spain Marine and Aquatic Biology Holar College Iceland Marine and Coastal Scotland Resource Management Aberdeen 6/13

38 2/7/13 EuroMarine Training Catalogue Resource Management Aberdeen Marine and Coastal Sciences (MSL) Western Brittany France Marine and Freshwater Biology Hull Marine Biodiversity and Biotechnology MSc/Diploma/Certificate Heriot-Watt Marine Biodiversity and Conservation Oviedo Spain Marine Biology Rostock Germany Marine Biology Essex Marine Biology Cyprus Cyprus Marine Biology Bangor Marine Biology Aveiro Portugal Marine Biology Bologna Italy Marine Biology Padova Italy Marine Biology Groningen The Netherlands Marine Biology Stockholm Sweden Marine Biology Southampton Marine Biology Stockholm Sweden Marine Biology Valencia Spain Marine Biology Bologna Italy Marine Biology Gdansk Poland Marine Biology College Cork Ireland Marine Biology (BSc Hons) Portsmouth Marine Biology (BSc Hons) Plymouth Marine Biology (BSc 7/13

39 2/7/13 EuroMarine Training Catalogue Marine Biology (BSc Hons) Newcastle Marine Biology and Coastal Ecology (BSc Hons) Plymouth Marine Biology and Ecology Split Croatia Marine Biology and Ecology Split Croatia Marine Biology and Oceanography (Bsc Hons) Plymouth Marine Biology and Oceanography (BSc Hons) Newcastle Marine Biology Summer School in Hel Summer School Gdansk Poland Marine Ecology Lisboa Portugal Marine Ecology and Conservation Bournemouth Marine Ecotoxicology and Environmental Management Malta Malta Marine Environment of the Mediterranean Sea EMUNI Slovenia Marine Environmental Protection Bangor Marine Environmental Science Oldenburg Germany Marine Environmental Science (BSc Hons) Portsmouth Marine Fishery Split Croatia Marine Fishery Split Croatia Marine Genomics Courses for Scientists Doctoral Group Based Training Station Biologique de Roscoff France Marine Geoscience (BSc Hons) Plymouth Marine Microbiology (Marmic) MSc/PhD program Max Planck Institute for Marine Microbiology Germany Marine Phytoplankton - with emphasis on toxic Doctoral Doctoral School Copenhagen Denmark 8/13

40 2/7/13 EuroMarine Training Catalogue with emphasis on toxic species Marine Planktonic Protists: functional biology, ecology and phylogeny. Doctoral Doctoral School Copenhagen Denmark Marine Policy and Planning Plymouth Marine Resource Development and Protection MSc/Diploma/Certificate Heriot-Watt Marine Science National Ireland, Galway Ireland Marine Science Doctoral Doctoral School Barcelona Spain Marine Science Southern Denmark Denmark Marine Science Catholic 'San Vicente Mártir' Spain Marine Science las Palmas de Gran Canaria Spain Marine Science Gothenburg Sweden Marine Science with DID/DAS (Hons) Ulster Marine Science: Oceanography and Marine Environmental Management Barcelona Spain Marine Sciences the Aegean Greece Marine Sciences (Ph.D) Doctoral Doctoral School the Aegean Greece Marine Spatial Planning MSc/Diploma/Certificate Heriot-Watt Marine Studies Alicante Spain Marine Taxonomy and Habitat Survey Bournemouth Marine Zoology (BSc Hons) Newcastle 9/13

41 2/7/13 EuroMarine Training Catalogue Marine/Terrestrial Vegetation and Floristics Malta Malta in Marine Sciences and Coastal European university Institute of the Sea (IUEM) France in Oceanography National and Kapodistrian Athens Greece of Science in Sustainable Management of Aquatic Environment Thessaly Greece in Marine Biology Algarve Portugal Mediterranean ecology (internship) Summer School Pierre and Marie Curie France MEECE Summer School 2011 on Recent Developments and Methodologies in the Simulation of Marine Ecosystems and their Response to a Changing Environment Summer School Plymouth Mesocosms in Aquatic Ecology: use, problems and potentials Doctoral Doctoral School Kiel Germany MRes Ecosystem-Based Management of Marine Systems Scottish Oceans Institute Mres Marine Biology Plymouth NORCOWE Summer school Norwegian Centre fo Offshore Wind Energy Summer School Centre for Environmentalfriendly energy research, university of Bergen Norway Ocean Exploration (BSc Hons) Plymouth Ocean Science (BSc Hons) Plymouth Oceanography Liege Belgium Oceanography Algarve Portugal 10/13

42 2/7/13 EuroMarine Training Catalogue Oceanography Liege Belgium Oceanography las Palmas de Gran Canaria Spain Oceanography Cadiz Spain Oceanography Summer School Technical Denmark Denmark Oceanography Lisboa Portugal Oceanography las Palmas de Gran Canaria Spain Oceans & Lakes of Marine and Lacustrine Science and Management Free of Brussels, Ghent, and Antwerp Belgium OCN Level 1 Wildlife Observer Wales (WOW) Marine Life Courses Personal Training Pembrokeshire College OCN Level 3 Wildlife Observer Wales (WOW) Cetaceans Personal Training Pembrokeshire College OCN Level 3 Wildlife Observer Wales (WOW) Seabirds Personal Training Pembrokeshire College OCN Level 3 Wildlife Observer Wales (WOW) Seals course Personal Training Pembrokeshire College PhD Stazione Zoologica Doctoral School Zoological Station Anton Dohrn Italy Production of Aquatic Organisms Agricultural Greece Athens Rearing of Aquatic Organisms Agricultural Athens Greece Science and Technology: Ocean, atmosphere, climate and space observations specialization (M2-PA) Pierre and Marie Curie France Science The Groningen Netherlands 11/13

43 2/7/13 EuroMarine Training Catalogue Groningen Netherlands Science of the Universe, Environment, Ecology Pierre and Marie Curie France Sea Aquacultures Sofia 'St. Kliment Ohridski' Bulgaria SIZEMIC Summer School A practical course in size structured modelling of population dynamics in a changing climate (Hamburg, Germany) Summer School Hamburg Germany Strategies for Recombinant Protein Production (3 days course) Group Based Training Centre of Marine Sciences Portugal Summer School on Coastal Research: Climate Change and Impact in the North Sea Doctoral Summer School Alfred- Wegener Institute, the Helmholtz Centre Geesthacht, the Baltic Sea Research Institute, and the Research and Technology Centre Westcoast Germany Summer School on Coastal Systems Biogeochemistry of tidal flats Doctoral Summer School Institute for chemistry and biology of the marine environment Germany Surface Ocean Solas Lower Atmosphere Study Post-Doc / Staff Summer School Kiel Germany Sustainable Aquaculture Systems Plymouth Sustainable Development on the Balthic Coast An international offer for postgraduates Summer School Rostock Germany Sustainable Fisheries Management Alicante Spain Sustainable Management of Fisheries Resources las Palmas de Gran Canaria Spain The Marine Biology Summer School Doctoral Summer School Gdansk Poland 12/13

44 2/7/13 EuroMarine Training Catalogue Summer School "Physiological and genetic Diversity of Marine Organisms in European Coastal Systems" Theoretical and Technical Skills for Studying Marine Metazoan Biodiversity in Non-Model Metazoans Doctoral Summer School IMBE France Tropical Aquatic Ecology ISATEC International Studies in Aquatic Tropical Ecology Bremen Germany Tropical Coastal Management (TCM) Newcastle Use of Natural Analogues in Ocean Acidification Research Post-Doc / Staff Personal Training EUR-OCEANS Italy Water and Coastal Management Plymouth Water and Coastal Management Institute for chemistry and biology of the marine environment Germany Water and Environment Aalborg Denmark 13/13