Aquaculture is an important part of Connecticut’s agriculture economy. It generates more than $33 million annually and supports nearly 500 farm-related jobs through the cultivation of a wide range of products. Although Connecticut is one of the smallest states in the U.S., it has 966 kilometers of coastline and about158,000 hectares of coastal waters. More than 20% of that area is used for molluscan shellfish farming and harvesting making it a top producing shellfish state.
Over the past several decades, three specialized aquaculture high schools and a network of Agriculture Science & Technology Education centers have been created to support aquaculture workforce development. However, few students remain in Connecticut for post-secondary education or training, and even fewer ultimately enter aquaculture careers within the state. A 2024 study outlined demographic characteristics of Connecticut’s aquaculture sector, and documented the range of education providers, curricula, and annual recruitment numbers. Importantly, it highlighted supply gaps and opportunities to guide the improvement of future aquaculture education, training, and career pathways. The study identified both strengths and shortcomings in how current educational offerings align with industry needs, as well as existing linkages and potential avenues for future pathway development.
A key finding is that the sector’s demographics are changing. Whereas the industry once consisted largely of individuals with high school educations and strong water-based and marine trade skills (such as welding, plumbing, fabrication, and electrical work), today’s entrants are more often college graduates with limited hands-on experience in those areas. This shift may reflect a broader trend in secondary education, where schools increasingly prioritize preparing students for traditional university pathways, giving less attention to alternative career routes such as certificate programs, internships, apprenticeships, and trade schools.
Another important finding is that experiential learning opportunities are largely absent outside of entry level positions. Many Connecticut aquaculture students aspire to become farm owners and managers, technicians, research scientists, aquatic health specialists, aquatic engineers, and environmental health analysts. However, they often lack the fundamental trade skills typically gained in entry-level roles, making it challenging to advance into management or senior positions. A significant gap is the inconsistent communication of specialized skill needs from the industry to educators.
In response, new aquaculture workforce development initiatives have been launched: