Traditional seafarer training has always focused on the acquisition and use of practical skills. The prevailing view is that, while this approach addresses a degree of cognitive skills, it focuses on and gives much more emphasis to the acquisition of hands-on practical skills for the performance of specific tasks. On the other hand, academic education has been seen to be much more focused on the development of in-depth analytical and critical thinking skills; cognitive skills that are less reliant on hands-on task-oriented training, but stress critical reading and discussion. The global trend in maritime education and training is increasingly to link an essentially vocational education that provides specific and restricted competence outcomes with more general or deeper academic components leading to an academic qualification. This trend has led to some dilemmas for curriculum development, for training legislation in a global industry, and for achieving desired learning outcomes in a professional setting (in the shipping industry). This paper discusses some of the challenges arising from this trend and the opportunities the trend offers.