The Development Of Archives And Records Management .

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The Development of Archives and Records Management Educationand Training in AfricaSouth African Society of Archivists conferencePolokwane, 9 JulyShadrack KatuuInternational Atomic Energy AgencyVienna, Austria

Preamble The development of education and training opportunities forprofessionals in the archives and records management (ARM)profession in Africa has been the subject of a number ofprofessional discussions in the past. However, a significant number of recent developments andtrends have not been captured in these discussions. This presentation provides a historical outline and the majordevelopments of ARM education and training in Africa. The presentation demonstrates the diversity that exists in theAfrican continent both in the variety of institutions as well as thetypes of qualifications offered in ARM. The presentation suggests the strengthening of graduate leveleducation as well as participation in global research to provide abenchmark for curriculum development.

Preamble/contd Historical outline of development in ARM– Centers by UNESCO and International Councilon Archives (ICA)– National efforts Key challenges faced currently byprofessionals– Diversity of qualifications– Strengthening graduate education throughresearch

Historical development of education and trainingin Africa – regional centres and national effortsOutline of regionalcentresNational effortsDakar(Senegal) Launch Octoberdate1975October 1971 DurationofcourseTwo years Accra(Ghana) Number 13 students 20 studentsof initial from eightfrom sevenstudents countriescountriesFunding UnitedUnited NationsNationsDevelopmentDevelopmen Fund (UNDP)t Fund(UNDP) Unfortunately by 1980 international fundsdried up and national governments couldnot support the regional centres.UNESCO encouraged countries to haveindividual training centres.Different countries took up the challengeincluding Botswana, Kenya, Nigeria,Tanzania and Zimbabwe.The need for education and training wasvery clear. E.g. in 1982, only 40% of thestaff at the Kenya National Archives hadany formal education or training.The table below shows 17 countries whichconstitute one third of the AfricancountriesCurriculum4

Global directory of educationalinstitutions The most current ICA directory was published in 2004. ForAfrica it has one entry from one country, South Africa.Curriculum5

Educational institutions in Africa – based onscholarly publicationsCountry20012009BotswanaUniversity of Botswana (C, D)Institute of Development Management (C); University of Botswana (C, D)GhanaUniversity of Ghana (D, B, M)African Regional Training Centre for Archivists (C, PGD); University of Ghana (D, B, M)KenyaKenya Polytechnic (C); Kenyatta University (M); Moi University (B) Eldoret Polytechnic (C); Kenya Polytechnic (C, D, HD); Kenya School of ProfessionalStudies (C, D); Kenyatta University (B, M, Ph); Moi University (B, M)LesothoInstitute of Public and Administration Management (C)Institute of Development Management (C)MalawiMzuzu University (D, B)MozambiqueArquivo Historica de Mocambique (C); Centre for Professional Training (C)NamibiaUniversity of Namibia (D, B)University of Namibia (B)NigeriaUniversity of Ibadan (M)University of Ibadan (M)SenegalUniversite Cheikh Anta Diop de Dakar (B, PGD)Sierra LeoneUniversity of Sierra Leone (D)South AfricaRand Afrikaans University (B); Technikon South Africa (NC, NHC,University of Johannesburg (B, PGD, M, Ph); University of KwaZulu Natal (B, PGD, M,PD, Btech); University of Natal (B, PGD); University of South Africa Ph); University of South Africa (PDC, C, HC, D,B, M, Ph); University of Witwatersrand(B); University of Witwatersrand (M)(PGD, Ph)SudanUniversity of Omdurman (D, B)University of Omdurman (B)SwazilandInstitute of Development Management (C)Institute of Development Management (C)TanzaniaBagamoyo School (D) ; University of Dar es Salaam (M)Bagamoyo School (D) ; University of Dar es Salaam (M)UgandaMakerere University (D, B, M)ZambiaChalimba Evelyne Hone (C, D); University of Zambia (B, M)University of Zambia (D,B)ZimbabweHarare Polytechnic (NC, ND); University of Science andHarare Polytechnic (C, D); National University of Science and Technology (C, D)Technology (B)Curriculum6

Analysis of trends based onscholarly publicationsWeaknesses in existingpublications Information on a particular country/programme is incomplete e.g. Universityof Botswana had a Masters since 2009and Tanzania Public Service College hadqualifications since the early 2000sInformation gleaned from 17 countriesthat is less than 33% of countries inAfrica and mainly from the AnglophonepartsWhile the information is drawn from twoarticles published almost a decade apartthere have only slightly changes to thenumber of institutions which suggests aneed for researchStudies reveal a wide variety ofqualificationsTypes of qualificationsPre-university ateBachelor alHigherCertificateBachelor alDiplomaBachelor ofScienceMastersPost-diplomaCertificateBachelor ofTechnologyMaster ofPhilosophyPost-diplomaDiplomaNationalDoctor ofPhilosophy

The need for a comprehensive study– (InterPARES Africa team) It should provide an overview of the current programmes in ARMeducation and training in Africa. Among the key questions include:– Where are the programmes located? E.g. Institutes, Universities etc.– What kinds of qualifications are offered? E.g. Certificate, Diploma,Degree etc.– The ratio of students vs lecturers– What is the nature of the courses offered to address “themanagement of records both paper and digital (including thosein networked environments)” This study is important for various reasons including:– Providing a benchmark resource for the profession in Africa and the restof the world– Being the basis on which educational institutions assess the content oftheir courses and provide an impetus for curriculum review.

InterPARES Trust (2013-2018) The goal of InterPARES Trust (www.interparestrust.org) is to generatethe theoretical and methodological frameworks that will support thedevelopment of integrated and consistent local, national andinternational networks of policies, procedures, regulations,standards and legislation concerning digital records entrustedto the Internet.The International Alliance comprises 7 Teams:––––––– North AmericaSouth AmericaEuropeAsiaAustralasiaAfricaTransnational OrganizationsSupporting PartnersPro-bono ConsultantsCurrently with a total of 300 researchers and growing

ConclusionSelected references Heyns, C. H. (2006), "Regional Master'sProgrammes in Africa: Case Studies andAnalysis", Journal of Educational Studies, Vol.5 No. 2, pp. 213-245.Katuu, S (2015) "The Development ofArchives and Records Management Educationand Training in Africa – Challenges andOpportunities" Archives and Manuscripts Vol.43 Issue no. ngomasha, C. T (2006) "Training for thearchival profession in Namibia“ ArchivalScience 6, no. 2 p. 205-218Ngoepe, M. (2013), Fostering a Framework toembed the Records Management Functioninto the Auditing Process in the South AfricanPublic Sector. Phd thesis, University of SouthAfricaNgulube, P (2001) "Guidelines and standardsfor records management education andtraining: a model for AnglophoneAfrica" Records Management Journal 11, no.3 p. 155-173.Sibanda, R. (2011), Developing a ServiceQuality Measurement Instrument for ArchivalInstitutions. Phd thesis, University of SouthAfrica.ContactInterPARES Africa caMailing list for ARM professionals inEast and Southern Africahttps://groups.yahoo.com/neo/

Namibia University of Namibia (D, B) University of Namibia (B) Nigeria University of Ibadan (M) University of Ibadan (M) Senegal Universite Cheikh Anta Diop de Dakar (B, PGD) Sierra Leone University of Sierra Leone (D) . – What is the nature of the courses offered to address .

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