The Antiquity of Man website has been operating since 07 July 1999 and (1) showcases past and current academic thinking, research projects and debates to illustrate how archaeological facts cannot speak for themselves, and (2) how research into the past can and does inform the present.
Education is not a consumer product. It is an attitude, a philosophy, a way of life. An institute of learning cannot be merely an information delivery system; learning is not a passive reception of knowledge. Learning is about critical engagement with the materials, and about learning and interacting with your peers and other members of the requisite institutions.
The majority of those taking an Archaeology degree do not intend to work directly in the profession. The main value of archaeological processes and ways of thinking are to do with the intelligent interpretation of insufficient data – something all high value enterprises are struggling with.
At the bottom level – just like English, History, History of Art, etc. – Archaeology is an excellent humanities degree. It provides a general degree level education with a wide variety of transferable and general skills. No-one expects all students doing history degrees to become historians or those doing English degrees to become English teachers- in precisely the same way, most student who do archaeology degrees do not want to and never intend to become archaeologists or heritage professionals.
There is a wide variety of careers – from teachers to lawyers, army officers to accountant; professionals and entrepreneurs of all kinds – that students pursue beyond archaeology. Anecdotally, employees really like archaeology students as they are (generally) good at synthesizing data and working across qualitative and quantitative data sets.