The ways we teach archaeology around the world are well established, firmly embedded within the academic discipline. The ways we train archaeologists are not and there are some significant variations in approach which hinder the development of archaeology as a global profession. In the UK, tools to define and measure archaeological skills and competence developed over the last 10–15 years are just starting to become embedded, at least within the commercial sector, reflecting an increasing awareness of the need to balance the importance of academic knowledge with accredited, vocational competence. Elsewhere, the teaching of vocational skills may be incorporated within academic awards, either explicitly or implicitly. This session will explore different ways of training archaeologists and consider whether our traditional reliance on academic awards reflects a genuine philosophical difference in approach to the discipline in different countries. It will reflect on the transferability of a range of qualifications and discuss whether globally recognised ‘brands’, such as Chartership, present a solution.