CITRA conclusions

Immediately following the formal programme, the CITRA bureau and ICA’s programme commission (PCOM) drew together the following initial conclusions from CITRA as a whole (detailed conclusions will be published in due course on the ICA website).

  1. Collaboration.
    CITRA participants were enthusiastic about international, regional and bilateral collaboration on training and educational development.  Potential areas of collaboration included internships/exchanges, shared online resources, mentoring, and research into educational programmes.
  2. Recruitment.
    Recruiting staff from under-represented communities/backgrounds is becoming more challenging as entry level qualifications become more exacting.  Greater flexibility of options to entry and continuing professional development following recruitment/entry are important.
  3. Distance learning.
    Good quality, well planned and executed distance learning co-existing with traditional models of delivery offers opportunities for all countries and individuals.
  4. Challenge.
    Trainers, educators and institutions face enormous challenges in the need to equip to cope with the fast pace of change in the general working environment and in technology AND to operate in the digital environment whilst maintaining an historical perspective AND to understand business processes AND to develop the necessary interpersonal skills for advocacy AND play a role in capturing records WHILST maintaining their own professional development especially in the use of digital tools.
  5. Positive feedback loop.
    There is a clearly discernible cycle of educators, associations and employers/organisations both through formal accreditation processes and through informal networks impacting on training, education and development meaning it is constantly reviewed and updated.
  6. Research.
    The inter-relationship between research and teaching on archival programmes is vital to sustain recordkeeping education in university environments, as is the fostering of research projects by archival institutions.

A personal reflection: I agree with the conclusions that have been drawn, and will be interested to see projects and resources to support them.
In some cases eg. “challenge” these are problems which must be managed rather than resolved,  and problems which the active participation of individuals in professional associations will help to address.

UPDATE 3rd December: Conclusions drawn by Nolda Römer-Kenepa, Vice-President CITRA and Lew Bellardo, Vice-President Programme at the end of the conference have now been posted on the CITRA website and are reproduced below.

The CITRA participants are enthusiastic about international and regional collaboration on training and education development. Speakers and participants mentioned the following areas of potential collaboration:

  • Internships and exchanges
  • Shared on-line resources
  • Mentoring programmes
  • Collaborative research

Recruiting staff from under-represented communities and backgrounds is becoming more challenging as the entry level qualifications become more exacting, therefore there should be more flexibility in the options for entering the profession.

Distance learning, which is of good quality and co-exists with more traditional learning models, offers great opportunities to developing countries as well as to individuals.

There are enormous challenges facing 21st century educators and trainers, for example the need to equip students to:

  • cope with the fast pace of change in the general working environment as well as in the technology we all use as tools in our work
  • operate in a digital environment, managing electronic records at the same time as maintaining the historical perspective
  • understand business processes
  • develop the interpersonal skills necessary to advocate and promote their programmes and work
  • play a role in capturing oral traditions
  • and to manage their own professional development as educators, particularly in using digital tools for their teaching.

There is a clearly discernable feedback cycle of educators, professional associations and employers/organisations which operates through formal accreditation processes or more informal networks and impacts both initial education and continuing training and professional development. The cycle results in the constant review and update of the education and training curricula.

The inter-relationship between research and teaching programmes is vital in sustaining recordkeeping education in university environments. It is also necessary for archives to foster research and development projects, making use of any partnership opportunities (with universities and/or industry).


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