Journal articles: 'Archivists Training of Zambia'

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Davis, Susan. "Development of Managerial Training for Archivists." American Archivist 51, no. 3 (April 1988): 278–85. http://dx.doi.org/10.17723/aarc.51.3.q4875ql876045m13.

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Turner, James. "Training for Audiovisual Archivists and Librarians." IFLA Journal 17, no. 3 (October 1991): 248–55. http://dx.doi.org/10.1177/034003529101700311.

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Romanova, Elena. "Professional Training and Retraining of Archivists in the All-Russian Scientific and Research Institute for Documentation and Archives (VNIIDAD)." Atlanti 27, no. 2 (October 17, 2017): 117–23. http://dx.doi.org/10.33700/2670-451x.27.2.117-123(2017).

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In Russia, state and municipal archives are in conditions of lack of archivists with specialized education and rising average age for practicing archivists. At the same time the requirements to the archival profession are changing rapidly in the era of information technology and digital data. Together with the constant modification of programs of the higher education institutions the new forms of training and retraining of archivists are developing. The paper presents the role of the All-Russian Scientific and Research Institute for documentation and archives (VNIIDAD) in professional training and retraining of archivists and records managers in Russia. Actual questions concerning organization of training process and the subject-matter of the proposed courses in modern conditions are covered.

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Hinai, Abdulmohsin Said Al. "Training of Archivist in the 21st Century." Atlanti 27, no. 2 (October 17, 2017): 139–48. http://dx.doi.org/10.33700/2670-451x.27.2.139-148(2017).

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Archives are a memory of the people, therefore the training of archivists and other staff is extremely important. Archival material comes into the archive in all its forms and in large quantities, and the work in the archives requires different specific experiences. Thousands of documents are exchanged between archives and various offices every day. Before opening this material for the public, these documents need special treatment: they need to be organized in accordance with office management rules, it is necessary to establish the original order, to regulate issues related to access restriction, to prepare retention periods, to provide the retrieval and a whole series of other records management procedures. All these procedures cannot be carried out without the practical and theoretical education of archivists. Training and developing other skills and knowledge that relate to specific competencies must be planned and its purpose is to acquire knowledge that leads to the improvement of an individual’s or organization’s performance. Training is an ongoing process in the life of the individual according to his needs, which leads to a change of behavior based on sophisticated methods of training. The training of archivists should not take place only in the form of knowledge transfer with lectures, since such training requires more intensive approach.Records managers are not focused solely on records themselves, but on the entire recordkeeping system. Such a system includes people who create and use organization records and policies regarding individual record procedures in order to ensure access to and the use of records. The training of archivists brings significant benefits to both archives and staff. All records and information generated by archives or collected from other sources are classified or organized in such a way that they can be found and successfully used in decision-making and long-term planning, which can be achieved only through continuous training. In the article, the author will discuss the importance of training in general and for the archival organization. There are many different types of training that are used to train archivists and other archival staff. The article presents the educational activity of the IIAS in providing archival knowledge and skills and the publication of Atlanti. The content of the publication contributes to the exchange of experience between archivists of members and non-members of the Institute, and also serves as an educational tool. The article also presents the training provided for archivists by the National Records and Archives Authority in Oman.

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Schöggl-Ernst, Elisabeth. "The Non-University Education of Archival Staff in Austria." Atlanti 27, no. 2 (October 17, 2017): 53–61. http://dx.doi.org/10.33700/2670-451x.27.2.53-61(2017).

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This contribution deals with the training opportunities for archival staff in Austria. For a long time the Institute for Austrian Historical Research provided the postgraduate studies for Austrian archivists which was the only way of archival science education. The professional training for archive, library and information assistance was established in 2006. The Association of Austrian Archivists installed a basic course which offers archival training for archivists of various archive categories. The certified basic course, which runs for ten years, has become a model of success.

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Wright, Trudi, and Edward Benoit III. "Technology Use in Designing Curriculum for Archivists: Utilizing Andragogical Approaches in Designing Digital Learning Environments for Archives Professional Development." Preservation, Digital Technology & Culture 48, no. 2 (July 26, 2019): 85–94. http://dx.doi.org/10.1515/pdtc-2019-0005.

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AbstractTechnology has a significant impact in archival institutions. The creation and need to preserve digital records require archivists to have the necessary training, and ongoing professional development. In addition, technology is embedded in many archival processes, making knowledge of technology use vital for archivists. While technology may be a challenge for archivists in terms of archival management, it also presents a useful means to support training and professional development. This paper is based on the experimental research conducted by the researchers, as instructors, in developing curriculum based on theories of andragogy for the purposes of developing intentional curriculum for professional development of archivists in digital learning environments. In this article, we will focus on the application of technology for the purposes of training archives professionals. We have explored archives training through the application of andragogy theory in online training through Louisiana State University and Mohawk College. In addition, we will review the literature relating to the use of technology to support both outreach and marketing to educate clients of archival institutions. Social media tools offer a broad means to engage clients, as these platforms already function as “community hubs for activity, featuring many users, regular updates, and active forum discussions” (Terras). The literature suggests that there is have been significant inroads in developing intentional curriculum for digital learning environments.

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Dunhill, Rosemary, and Cynthia Short. "The training of archivists 1970–1990: An overview." Journal of the Society of Archivists 12, no. 1 (March 1991): 42–50. http://dx.doi.org/10.1080/00379819109514394.

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Cook, Michael, Elizabeth Shepherd, and Gareth Haulfryn Williams. "The education and training of archivists: Some responses." Journal of the Society of Archivists 14, no. 2 (September 1993): 111–15. http://dx.doi.org/10.1080/00379819309511703.

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Carbone, Flavio, and Francesca Nemore. "Where they Create Archivists: from the Parchment to Bits." Atlanti 27, no. 2 (October 17, 2017): 43–51. http://dx.doi.org/10.33700/2670-451x.27.2.43-51(2017).

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Through the historical illustration of the evolution of archival teaching methods, both at university level and within specific training, the authors attempted to answer several questions about how the archivist should develop training. What should be the purpose of these courses? What subjects should be included in the training curricula of the third millennium archivists? These and other questions were tried to be answered by illustrating two case studies: the historical evolution of the teaching given at the Special School for Archivists and Librarians and the description of the experience of the course of military archives held in December 2016 at the Historical Office of the General Command of the Carabinieri.

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Ryantová, Marie. "Training of Archivists in the 21st Century: Some Reflections." Atlanti 27, no. 2 (October 17, 2017): 225–33. http://dx.doi.org/10.33700/2670-451x.27.2.225-233(2017).

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The end of the 20th century and the beginning of the 21st century brought numerous changes to Archival science. Not only employees of different archives, but also universities, resp. educational institutions, which trains these workers, have to cope with them. Archivists will still need „traditional“knowledge of Auxiliary historical sciences or History of administration in the future, but simultaneously it will be necessary to develop a more significant specialization in information science or create directly „Cyber archival science“. Archivists should obtain at least basic knowledge of computer science or so-called History informatics, Digital humanities and Cyber security. However, the knowledge gained at the beginning of archivist’s career is not sufficient for the entire duration of its course - and so besides university education or other special trainings possibilities for further education and the expansion of professional competencies in different areas must be developed.

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Melik, Jelka, and Mateja Jeraj. "Archivists: Occupation or Profession." Atlanti 27, no. 2 (October 17, 2017): 125–31. http://dx.doi.org/10.33700/2670-451x.27.2.125-131(2017).

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Many theorists argue that there is a fundamental difference between the occupation and the profession. For occupation, they list the following properties: disorganization of its members, short-term training, the job according to the instructions, no specific professional culture, a small reputation in society, a weak sense of belonging to the profession, their position influenced by the market. For the profession it is expected to be characterized by the following: its position is affected by the state, members are bonding in separate organizations, they have a high reputation in the society, a strong sense of belonging to the profession, it requires a long-term education and highly demanding knowledge, the operation is regulated by the code of professional ethics, there is a mechanism of entering control into the profession. The path from the occupation toward profession is called professionalization. The road is not open to all occupations. Being an archivist is now only the occupation. To achieve the profession, it already has all necessary conditions but there are necessary actions that need to be undertaken: the independent study of archival science is necessary to achieve a greater reputation in the society, to raise awareness of archivists on the importance of its mission to include ethics, mandatory archival legislation and create professional organization.

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Diaconu, Ana-Felicia. "Training of Archivists in Romania: Challenges, Limits and Perspectives." Atlanti 27, no. 2 (October 17, 2017): 79–86. http://dx.doi.org/10.33700/2670-451x.27.2.79-86(2017).

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The profession of archivist is part of the regulated professions in Romania which implies setting up the responsibilities specific to the profession by the regulatory authority, i.e. the Romanian National Archives. This reality overlaps its own functioning law, which imposes the National Archives` mission and precise responsibilities. This paper envisages the way in which the training of archivists is carried out in Romania starting from the legal framework governing the profession, the content of the professional standard for the archival profession, and continuing with those developments in the Romanian contemporary society which clearly indicate the need to establish a training programme adapted to the current requirements of the profession.

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Varlamova, Liudmila N. "Educational and Practical Aspects of Training Archivists on the Modern Stage." Atlanti 27, no. 2 (October 17, 2017): 247–51. http://dx.doi.org/10.33700/2670-451x.27.2.247-251(2017).

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The article discusses some aspects of training archivists on the present stage and suggests the ways of its improving according to the current needs. In the modern world there are several types of archives: historical, technotronic, digital, business archives etc. It should be noted that in many countries all these archives are not so clearly structured and often have a mixed character. University archivists’ curriculum must include many special subjects which will enable training highly qualified professionals capable to work in all types of archives. However, a limited number of hours in the curriculum makes it practically impossible. Each university must solve this problem independently with regards to its faculty (staff), technical equipment and market’s demands. An essential aspect of this work might be a differentiation between Bachelor’s and Master’s programs as well as the continuity of the former and the latter.

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Laing, R. O., and C. H. Todd. "Postgraduate district hospital training in Zambia." Lancet 341, no. 8850 (April 1993): 966. http://dx.doi.org/10.1016/0140-6736(93)91261-j.

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Tatò, Grazia. "Which Manual for the 21st Century?" Atlanti 27, no. 2 (October 17, 2017): 15–21. http://dx.doi.org/10.33700/2670-451x.27.2.15-21(2017).

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Four recent Italian archival science manuals are being compared, offering, in their diversity, the opportunity toreflect on which manual could be thought of as the best training tool for the archivists of the future.

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Andrew Pearson, C. "Zambia: Obstacle to postgraduate district hospital training." Lancet 341, no. 8838 (January 1993): 168–69. http://dx.doi.org/10.1016/0140-6736(93)90026-d.

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Saurombe, Nampombe P., and Patrick Ngulube. "PUBLIC PROGRAMMING SKILLS OF ARCHIVISTS IN SELECTED NATIONAL MEMORY INSTITUTIONS OF EAST AND SOUTHERN AFRICA." Mousaion: South African Journal of Information Studies 34, no. 1 (July 16, 2016): 23–42. http://dx.doi.org/10.25159/0027-2639/379.

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The National Archives are an important part of South African society because they serve as memory institutions. Fulfilling this mandate requires archivists to encourage societal engagement with the archives. This article sought to examine the role of an archivistâ€™s knowledge and skills in promoting public archival institutions. Therefore, the perceptions and experiences of the directors of the National Archives, archivists who work at the National Archives and Executive Board members from the East and Southern Africa Regional Branch of the International Council on Archives (ESARBICA) were explored. This was achieved through administering questionnaires to all the directors of the National Archives in the ESARBICA region, and conducting interviews with archivists from this region as well as ESARBICA Executive Board members. The intention was to identify whether archivists from the National Archives in the ESARBICA region thought that they have the relevant skills to conduct public programming initiatives; if public programming was part of the core archival curricula in the region; and furthermore, to determine the availability and awareness of public programming training and education in the region. The study provides an overview of public programming, together with a better understanding of the significance of archivistsâ€™ skills and knowledge regarding public programming in the mission of encouraging greater use of archives.

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Kaima, Sam. "Education and Training for Archivists and Record Keepers in the Pacific." Information Development 15, no. 1 (March 1999): 51–55. http://dx.doi.org/10.1177/0266666994239499.

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Fleming, Patricia. "Education and Training of Special Collections Professionals, Librarians, and Archivists in Canada." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 7, no. 1 (March 1, 2006): 69–72. http://dx.doi.org/10.5860/rbm.7.1.259.

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I would like to open with two recent national events. The first concerns Library and Archives Canada/Bibliothèque et Archives Canada (LAC/BAC), a new institution created by federal legislation proclaimed on May 21, 2004, in a merger of the National Archives and the National Library. The National Archives was the older of the two entities. Established in 1872, it was the first cultural agency created after Confederation in 1867. An active collector from the outset, the Archives maintained offices in London and Paris, collected documentary art, photographs, and artifacts (including war trophies during the First World War), as well as books . . .

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Maceli, Monica. "Internet of things in the archives: novel tools for environmental monitoring of archival collections." Records Management Journal 30, no. 2 (February 10, 2020): 201–20. http://dx.doi.org/10.1108/rmj-08-2019-0046.

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Purpose Cultural heritage archives rely on environmental monitoring devices, such as dataloggers or more complex networked systems, to ensure collection preservation through collecting temperature, humidity, light and/or air quality measures. Existing systems are often costly, inflexible and do not use a modern, internet of things (IoT) approach. This paper aims to determine the suitability of currently popular general-purpose IoT devices, standards and technologies to the environmental monitoring needs of archivists, as well as identify any challenges. Design/methodology/approach This paper describes an exploratory study detailing the design, construction and usability testing of a do-it-yourself datalogger and data dashboard system, which seeks to manage previously identified trade-offs in cost, required technical skill and maintainability. Findings The environmental monitoring system presented met archivists’ needs well and was generally noted to be easy-to-use, efficient and an improvement on existing systems. This suggests that an IoT approach can support archivists’ needs in this area. Research limitations/implications Potential limitations of this study include lack of archival staff with sufficient technical training to maintain such a system and the rapid pace of IoT evolution yielding unstable and constantly changing technologies. Practical implications The system design presented in this work provides a blueprint for cultural heritage organizations desiring a fuller-featured, lower cost environmental monitoring system for archival collections. Originality/value This research takes a novel user-centered, open-source, IoT approach to construct an environmental monitoring system that is designed directly from archivists’ requirements and is extensible for future needs.

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Bwanga, Osward, and Edward Mwansa. "Roles of clinical supervisors in the clinical training of radiography students in Zambia: a qualitative study." African Health Sciences 22, no. 2 (August 1, 2022): 638–46. http://dx.doi.org/10.4314/ahs.v22i2.73.

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Introduction: Clinical supervisors are responsible for the facilitation of practice-based learning for radiography students. However, literature is scarce on the roles of clinical supervisors in the clinical training of students in Zambia. Objective: This study was aimed at identifying and exploring the roles of clinical supervisors in the clinical training of radiography students in Zambia. Methods: A qualitative design with unstructured interviews was used in this study. Ten individual interviews were conducted in July 2018 with clinical supervisors of radiography students working at the main clinical training and placement sites of the Lusaka and Copperbelt provinces of Zambia, respectively. All digital interview recordings were transcribed verbatim and analysed thematically. Results: Three main roles of a clinical supervisor emerged: managerial, educational, and supportive. The managerial role deals with organising and managing clinical training resources. The educational role involves imparting knowledge and skills to students. The supportive role involves supporting students with social and learning problems. Findings show the inter-relationship of these roles to each other. Conclusion: Clinical supervisors need to understand their roles in order to develop and maintain their competences in the facilitation of practice-based learning. This could also help stakeholders to provide appropriate support to clinical supervisors. Keywords: Clinical supervisor; clinical training; radiographer; radiography student; Zambia.

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Kayamba, Violet, Selestine Nzala, Moses C. Simuyemba, Cosmas Zyambo, Emmanuel Musenge, Ruth Wahila, Victoria M. Kalusopa, et al. "Initiatives to enhance medical subspecialist training in Zambia: A cross-sectional analysis." Medical Journal of Zambia 49, no. 1 (August 4, 2022): 67–74. http://dx.doi.org/10.55320/mjz.49.1.1104.

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Introduction: There is a significant shortage of medical subspecialists in Zambia. The government of Zambia, through programmes at the Ministry ofHealth, spends considerable resources to send patients outside the country for subspecialist medical treatment. The objective of this analysis was to evaluate the current situation pertaining to medical subspecialty training at the University of Zambia School of Medicine (UNZASOM) and to illustrate the new programmes that are to be introduced. Methods: We collected data from formal desk reviews on the state of medical specialisation in Zambia, the UNZASOM graduation archives and patient referral records at the Ministry of Health (MoH). In addition, information on planned subspecialist programmes is presented. Results: From the first graduates in 1986up to 2019, UNZASOM produced 3 51 medical specialists, 63 (18%) in Internal Medicine, 77 (22%) in Obstetrics & Gynaecology, 82 (23%) in Paediatrics&Child Health, 68 (19%) in General Surgery, 17 (5%) in Anaesthesia & Critical Care, 20 (6%) in Orthopaedics &Trauma and 8 (2%) in Urology. The remaining graduates were in Ophthalmology, Psychiatry, Infectious Diseases, Paediatric Surgery and Pathology contributing 1% each. To enhance medical subspecialist training at UNZASOM, new curricula for Breast Surgery, Urology, Glaucoma, Vitreo-retinalSurgery, Adult Gastroentero logy, Forensic Pathology, Dermatology & Venereology, Ophthalmology, Gynaecological Oncology and Paediatric anaesthesia, Infectious Diseases, and Gastroenterology were developed. Since 2013, only 44 % of patients requiring subspecialist treatment out of Zambia got assisted with the remainder still on the waiting list or having had bad outcomes.

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Jimenez, Mona. "Community Archiving Independent Media." KULA: Knowledge Creation, Dissemination, and Preservation Studies 2 (November 29, 2018): 15. http://dx.doi.org/10.5334/kula.31.

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Collections of independent, non-commercial works often represent voices and speak to topics not seen in mainstream media, and they are still often cared for outside of major collecting institutions. Since 2011, activist audiovisual archivists have organized Community Archiving Workshops (CAWs) in the US and beyond to help caretakers of endangered media and film collections jump-start preservation efforts. In the spirit of ‘each one, teach one,’ experienced archivists share skills with other volunteers to inspect and inventory a collection, thus giving caretakers the data they need to select priority works for preservation. CAW organizers are committed to training more people to carry out CAWs in their own communities; a grant-funded project will pilot this approach in partnership with cultural heritage organizations in three regional hubs (Nashville, TN; Madison, WI; and Oakland, CA) beginning in 2018.

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Katwizi Kango, Mabvuto. "An Exploration of the Quality Assurance Roles of the Various Regulators of Human Resources for Health Training in Zambia." Texila International Journal of Academic Research 9, no. 4 (October 29, 2022): 1–13. http://dx.doi.org/10.21522/tijar.2014.09.04.art001.

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This inquiry was conducted following reports that questioned the quality of higher education in Zambia, including the quality of Human Resources for Health (HRH) training. One of the notable reports was from research conducted by the Zambia Medical Association (2019). This inquiry built on all these reports by focusing on the roles of the various regulators (also referred to here as Actors) on how their individual and collective roles can play a role in improving the quality of HRH training in Zambia. Ideally, one does not expect to see any challenges in the quality of HRH training because when reading the acts and mandates of the various actors (summarized in Table 1), such as HPCZ, HEA, ZAQA, and local government authorities, there appears to enough authority to provide quality assurance. The inquiry focused on what could have gone wrong and what could have been improved. Keywords: Actors, Human Resources for Health (HRH), Intersectoral collaboration, Quality, Regulators, Training.

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Hanus, Josef, Katarína Vizárová, Radko Tiňo, Milena Reháková, Nina Lalíková, and Emília Hanusová. "Education and Research: an Inevitable Requirement for Heritage Preservation in Cultural Memory Institutions." Atlanti 27, no. 2 (October 17, 2017): 155–60. http://dx.doi.org/10.33700/2670-451x.27.2.155-160(2017).

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If we want to talk about training of archivists in the 21st century we must bear in mind that preservation of documents in their original form has to be one of the most important tasks of archivists - not only in the 21st century but every time. Generally, one of the principal tasks of archives, libraries, museums and other memory institutions is preservation of objects and materials of cultural heritage in their original form. It represents an enormous interdisciplinary complex problem. Participation of experts from different fields of science and technology, practical end-users, conservators and restorers supported by adequate financial background is inevitable in solution of partial problems in this field. The paper informs about the research project “Conservation and stabilisation of cultural heritage objects from natural organic compounds by low temperature plasma” and its aims at the Faculty of Chemical and Food Technology, Slovak University of Technology in Bratislava.

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Jayaram, Mahesh, Ranga Rattehalli, Lindsay Moran, John Mwanza, Paul Banda, and Clive Adams. "Rapid tranquillisation: practice in Zambia, before and after training." International Psychiatry 10, no. 4 (November 2013): 95–97. http://dx.doi.org/10.1192/s1749367600004070.

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The evidence base for rapid tranquillisation is small in higher-income countries but is even smaller in sub-Saharan Africa. We initiated the first ever survey on the use of rapid tranquillisation in Zambia in 2009; a further survey was then done in 2010, after a programme of teaching and training. It demonstrated an overall improvement in clinical practice, safety, awareness and use of medications within therapeutic doses. It also led to a reduction in inappropriate use of medications. These improvements in practice occurred within a short time span and with minimal effort. Further international collaborative partnerships are required to build stronger mental health infrastructure in Zambia.

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Metaferia, Getachew. "Need for Training Civil Servants: A Case of Zambia." Indian Journal of Public Administration 31, no. 1 (January 1985): 69–78. http://dx.doi.org/10.1177/0019556119850104.

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Naegali, April N. "Setting the Stage for QA/QC Training in Zambia." Critical Values 1, no. 1 (January 1, 2008): 17–18. http://dx.doi.org/10.1093/criticalvalues/1.1.17.

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Hachaambwa, Lottie, Cassidy Claassen, Lloyd Mulenga, Nason Lambwe, Izukanji Sikazwe, Douglas Watson, Devang Patel, Christopher Bositis, and Robert Sheneberger. "1321. The UNZA/UMB MMed ID Collaboration: Training and Retaining HIV Specialist Physicians in Zambia." Open Forum Infectious Diseases 5, suppl_1 (November 2018): S403—S404. http://dx.doi.org/10.1093/ofid/ofy210.1154.

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Abstract Background To mitigate the HIV pandemic and increasing outbreaks of infectious diseases, sub-Saharan African countries need increased healthcare worker capacity at all levels. We describe a successful collaboration between the Ministry of Health (MOH), the University Teaching Hospital (UTH), the University of Zambia (UNZA), and the University of Maryland Baltimore (UMB) to train Zambian physicians in advanced HIV medicine and infectious diseases. Methods Recognizing the need for advanced HIV clinical care expertise in Zambia, UNZA, UTH and UMB partnered in 2008 to create a 1-year Postgraduate Diploma in HIV Medicine. The consortium extended this to an 18-month Master of Science in HIV Medicine to better align with existing professional advancement schema. In 2012, UNZA and UMB started a 4-year Master of Medicine in infectious diseases (MMedID), which was then expanded to a 5-year training program combining internal medicine and infectious disease (MMed IM/ID) in order to produce a cadre with wider expertise in internal medicine and infectious diseases. Instruction consists of bedside teaching, didactic lectures, case conferences, and journal clubs. The bulk of teaching came from UMB clinical faculty with expertise in HIV and ID; faculty are either based in Zambia or visit from the United States. Results The MSc HIV program trained 27 physicians; of these, 24 (89%) are in health leadership positions in Zambia, with 17 (63%) directly involved in clinical care (mostly in the public sector), while 7 (15%) work for international implementing partners in Zambia. 1 physician emigrated to another African country, another one died and the third is in clinical nonleadership position in Zambia. The MMed ID program has enrolled 14 physicians. The first two graduates of the program completed the program in 2017 and took health leadership roles within the MOH as well as teaching positions at UNZA. Conclusion Educational collaborations embedded within local institutions and structures can provide advanced healthcare expertise within resource-limited settings. The UNZA/UMB MMed IM/ID collaboration is a model example of a successful university partnership that has resulted in retaining health leadership and clinical care expertise in Zambia. Disclosures L. Hachaambwa, Centers for Disease Control and Prevention (CDC): Cooperative Agreement to Institution, Financial support for the work described in this abstract was made possible by a cooperative agreement award from the Centers for Disease Control and Prevention (CDC) to the University of Zambia and to the University of Maryland School of Medicine.

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Sithole, Nduduzo Simphiwe, and Isabel Schellnack-Kelly. "Records management system at the eNews Channel Africa." ESARBICA Journal: Journal of the Eastern and Southern Africa Regional Branch of the International Council on Archives 41 (January 21, 2023): 200–221. http://dx.doi.org/10.4314/esarjo.v41i.14.

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In this article, the researchers investigated the records management system used by the eNews Channel Africa archivists in South Africa to manage their records. The main purpose of this article was to ascertain whether eNCA archivists find their records management system user-friendly and if there was a need to improve it. This article focused on eNCA archivists in South Africa who are based in Johannesburg and Cape Town because they are the only ones who use the records management system at the eNCA. This article was guided by two theories: the records life cycle and the records continuum theories. This article adopted the positivism paradigm and the quantitative approach. The data were collected using questionnaires from all eNCA archivists. Purposive sampling was employed in sampling the targeted population for this article and the survey research method in research design was adopted. Quantitative content analysis was done using Microsoft Excel. This article revealed that the eNCA archives used records management systems to manage their records, since it was found that 2 (22%) respondents used Dalet Galaxy as their records management system and 7 (78%) used Dalet Plus Client. Furthermore, this article found that all 9 (100%) respondents mentioned audio-visual records as the type of records that were managed by the eNCA archive. Lastly, it was ascertained that only 1 (11%) respondent found their records management system to be not user-friendly, while 8 (89%) respondents found it user-friendly. This article recommends that institutions and organisations managing records should have records management systems to manage their records. It is also recommended by this article that the records management system suppliers should design systems that are user-friendly and provide refresher training to its clients.

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Harahap, Wahfiuddin Rahmad. "PROFESI ARSIPARIS SEBAGAI SUMBER DAYA MANUSIA DALAM MENGELOLA ARSIP STATIS." Pustaka Karya : Jurnal Ilmiah Ilmu Perpustakaan dan Informasi 8, no. 1 (June 24, 2020): 63. http://dx.doi.org/10.18592/pk.v7i15.3759.

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AbstractThe purpose of writing this scientific article is to provide a conceptual and theoretical description of human resources in a static archive management system using the literature review method obtained from various trusted sources. Having knowledge and skills in managing static archives through educational programs and archival training will enhance the ability of archivists as human resources for managing archives in archival institutions. This is because archivists are the most important asset in managing information in the form of static archives in the archive institution. Increasing the professionalism of archival human resources must be carried out through archival training and guidance.Keywords: Profession, Archivist, Human Resources, Static ArchivesAbstrakTujuan penulisan artikel ilmiah ini adalah untuk memberikan deskripsi konseptual dan teoritis tentang sumber daya manusia dalam sistem manajemen arsip statis dengan menggunakan metode kajian literatur yang didapat dari berbagai sumber terpercaya. Memiliki pengetahuan dan keterampilan dalam mengelola arsip statis melalui program pendidikan dan pelatihan arsip akan meningkatkan kemampuan arsiparis sebagai sumber daya manusia pengelola arsip di lembaga arsip. Hal ini dikarenakan arsiparis adalah aset yang paling penting dalam mengelola informasi berupa arsip statis di lembaga arsip. Peningkatan profesionalitas sumber daya manusia arsip harus dilakukan melalui pelatihan dan bimbingan arsip.Kata Kunci: Profesi, Arsiparis, Sumber Daya Manusia, Arsip Statis

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Kalimaposo, Kalisto. "Trajectories of Curriculum Change in Initial Primary Teacher Education in Zambia." International Journal of Research and Innovation in Social Science 06, no. 05 (2022): 319–31. http://dx.doi.org/10.47772/ijriss.2022.6515.

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This chapter reviews trends in primary teacher education for the last five decades in Zambia. Since independence, Zambia has undertaken the following curriculum reforms in primary teacher education; the Zambia Primary Course(ZPC), The Zambia Basic Education Course(ZBEC), The Field Based Teacher Training Approach(FIBATTA) which was discontinued hardly three months of trial, The Zambia Teacher Education Reform Programme(ZATERP) piloted in three colleges of education, The Zambia Teacher Education Course(ZATEC-one year college based and one year school-based);the Zambia Teacher Education Course(ZATEC-two year residential course) and the current three year Diploma Primary Teacher Education Programme. The Ministry of Education upgraded all primary colleges of education to Diploma status and affiliated them to the University of Zambia. For a couple of years, the Ministry of Education back peddled and attached all Colleges of Education to the Examinations Council of Zambia (ECZ), a decision that was roundly condemned as a departure from the SADC protocol on education. Meanwhile, Colleges of Education which were under ECZ have now reverted to the University of Zambia with respect to quality assurance and programme supervision.

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Simpson, Anthony. "PERSONHOOD AND SELF IN CATHOLIC FORMATION IN ZAMBIA." Journal of Religion in Africa 33, no. 4 (2003): 377–400. http://dx.doi.org/10.1163/157006603322665323.

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AbstractThe article describes and analyses the recruitment and training of young Zambians in the 1990s for Catholic religious Brotherhood. The consequences of the missionary employment of Euro-American concepts of personhood and self that involve particular understandings of narrative and the use of psychological testing are explored. The author argues that Zambian understandings of personhood and of individual experience of evil and suffering are silenced in the process of religious formation. This discussion raises salient issues about training for Catholic religious or priestly life in Africa because similar techniques have been commonly employed throughout the continent.

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Asombang, Akwi W. "Gastroenterology training in a resource-limited setting: Zambia, Southern Africa." World Journal of Gastroenterology 19, no. 25 (2013): 3996. http://dx.doi.org/10.3748/wjg.v19.i25.3996.

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Yambayamba, Kavwanga E. S., Sebastian Chakeredza, Aissetou Yaye, James Aucha, and Joyce P. Macala. "Effectiveness of Agricultural and Natural Resources Management Training in Zambia." Journal of Agricultural Education and Extension 19, no. 1 (February 2013): 37–51. http://dx.doi.org/10.1080/1389224x.2012.746003.

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Bainbridge, Jane. "Impact of training and equipment for neonatal resuscitation in Zambia." British Journal of Midwifery 19, no. 3 (March 2011): 191. http://dx.doi.org/10.12968/bjom.2011.19.3.191.

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Mumba, Elizabeth. "Training for Women in Zambia: a Review of Selected Research." Studies in the Education of Adults 20, no. 2 (October 1988): 144–52. http://dx.doi.org/10.1080/02660830.1988.11730512.

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Senekal, Pétria De Vaal. "The Art of Facilitating Archiving Workshops in South Africa, in Order to Develop Skills in the Archival Profession Accommodating Unique Challenges." Atlanti 27, no. 2 (October 17, 2017): 23–31. http://dx.doi.org/10.33700/2670-451x.27.2.23-31(2017).

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The core of this article is aimed at highlighting the challenges in the facilitating of archiving workshops in South Africa. Apart from formal training of Archivists (of which some available qualifications and courses are discussed), there is a huge need for shorter, hands-on training. Learners represent a variety of working environments, backgrounds, levels of education, languages and cultures. The current situation in terms of formal training is briefly outlined. Available, more informal training and workshops are discussed as a means of filling the gaps for a specific sector in the archival profession. The challenges and the outline of workshops’ content are shared. Current research in order to establish loopholes and needs regarding archival skills in the workplace, is mentioned. The majority of the article has been written against the background of the author’s own experiences.

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Mubita, Akatama. "A History of Physical Education in Zambia." Physical Culture and Sport. Studies and Research 76, no. 1 (December 1, 2017): 47–54. http://dx.doi.org/10.1515/pcssr-2017-0029.

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AbstractThe history of physical education (PE) in Zambia follows the pattern of the history of education in Zambia. Thus, the history of PE in Zambia can be divided into the indigenous period, the colonial period and the post-independence period. “PE” was essential and utilitarian in the indigenous period because it was simply part of the lives of the people at that time. People walked, swam, ran, and were involved in many other forms of physical activity. PE was indispensable. Later, the missionaries provided education to the Africans for the purpose of transmitting the Good News. However, in doing so they rid the Africans of their culture. Africans also wanted to assert themselves in the newly created society and therefore embraced European culture. Eventually, the demand for education grew and many subjects were added including PE. However, while many subjects have enjoyed immense popularity in the country’s curriculum, PE has suffered marginalization. Although the subject was taught in schools supported by the mining companies and in private schools with facilities and infrastructure as well as teacher training institutions, it was not examined. Later, the subject was examined at teacher training colleges and the University of Zambia. From 2005, however, major developments have taken place in the area of PE. President Mwanawasa declared that PE should be taught in all schools. The subject was introduced to the primary school examination as part of Creative and Technology Studies (CTS) and most recently as Expressive Arts (EA). It is now also being examined at junior and senior secondary levels. Teacher education institutions have been steadfast in training students in PE. Despite this, the teaching of the subject still leaves much to be desired. It appears that the past as well as the present are vehemently holding the subject down.

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Rozum, M. Yu. "ON THE PEDAGOGICAL PROGRAM FOR THE PROFESSIONALIZATION OF FUTURE DOCUMENT SPECIALISTS AND ARCHIVISTS." Review of Omsk State Pedagogical University. Humanitarian research, no. 31 (2021): 182–87. http://dx.doi.org/10.36809/2309-9380-2021-31-182-187.

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The article is devoted to the study of the problem of professionalization of future specialists in archives and record management. The author’s program of professionalization of future document specialists and archivists is proposed and substantiated. The main stages of professionalization in relation to the training program “Documentation and archival science” are considered: preparatory or pre-university, pre-professional development, adaptation stage, inclusion in professional activity and a person’s entry into the profession. Key, professionally significant topics of each stage are identified.

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Phiri, Samuel, Kennedy Gondwe, Christopher Nyirenda, and Catherine Maliko. "The Role of Medical Simulation in Current Paediatrics Training: A Case for Zambia." Clinical Medicine And Health Research Journal 2, no. 6 (November 2, 2022): 258–60. http://dx.doi.org/10.18535/cmhrj.v2i6.115.

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There has been a rise in the number of health training facilities offering training in Pediatrics in Zambia in recent years. For nearly four decades, there was only one medical school offering medical training in Zambia, with very low annual enrolment numbers. In the past one decade, the number of students being admitted to medical school have increased dramatically, more so with the introduction of new medical schools both public and private. However, the number of trainers has not increased proportionately, hospital infrastructure has remained relatively static, and the number of trainees per patient has greatly increased. This would thus entail the need to introduce new and additional methods of teaching, such as the simulation based approach as a safe supplementary mode of training to be considered for our setting. This paper will therefore seek to examine the role of simulation based training in medical education in the field of Pediatrics and Child Health.

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Bwanga, Osward, Raphael Musoko Kayembe, and James Maimbo Sichone. "Intravenous cannulation and administration of contrast media by radiographers: a literature review to guide the training and practice in Zambia." African Health Sciences 22, no. 2 (August 1, 2022): 629–37. http://dx.doi.org/10.4314/ahs.v22i2.72.

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Background: There has been a demand for radiographers in Zambia to perform intravenous (IV) cannulation and administration of contrast media, a role which, traditionally, was radiologists’. This demand is due to a shortage of radiologists and an increase in demand for imaging examinations. This review aimed at synthesising relevant literature related to IV cannulation and administration of contrast media by radiographers to guide the training and practice in Zambia. Methods: A structured literature search was conducted in three online databases (PubMed/MEDLINE, CINAHL, and ScienceDirect), radiography journals, and cited references to identify research studies on IV cannulation and administration of contrast media by radiographers. Results: Seven studies were identified and included in this review. The findings are summarised under six themes: benefits and challenges, adoption of the extended role, infection control, safety and complications, medico-legal issues, and education and training. Our findings revealed that radiographer-led IV cannulation and administration of contrast media contribute positively to the management of imaging patients. Conclusion: The themes identified in this review could provide a template of where to base the establishment of the training programme and local guidelines. Before extending the role of radiographers, the scope of practice should be extended, and accredited training programme and local guidelines should be put in place. Keywords: Contrast media; intravenous cannulation; radiographer; radiologist; Zambia.

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Marosz, Magdalena. "Professional Competence of an Archivist: Changes that Can Be Expected." Atlanti 27, no. 2 (October 17, 2017): 149–53. http://dx.doi.org/10.33700/2670-451x.27.2.149-153(2017).

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Over the 21st century, the model of professional competence of the archivist will certainly be changing and evolving. Competence, namely is the combination of knowledge and skills which enable the archivist to carry out the assigned tasks efficiently and effectively. These tasks, expected in the perspective of several decades are not quite possible to be predicted today. Undoubtedly now, and in the future even more, we should focus on training the present archivists and educating the future ones in the field of information management, data processing and secure storage of widely understood electronic documentation. So, are we going to witness a gradual evolution of the profession of an archivist towards the information manager, info broker, or a specialist in modern technology? Judging by the changes in the study programs for future archivists, it is highly probable. For the time being, these changes are being introduced quite slowly, at individual universities, but still, they determine a certain direction in education. We should also consider the methodology and standards of dealing with archival resources and the needs in this field, resulting from the changes which are happening now, and the expected ones, caused by the emergence of new techniques and technologies.

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Bright, Suzanna, and Chisomo Selemani. "The Development of Speech-Language Pathology in Zambia: A Reflection on the Current Landscape and Two Contrasting Training Models." Perspectives of the ASHA Special Interest Groups 2, no. 17 (January 2017): 63–72. http://dx.doi.org/10.1044/persp2.sig17.63.

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Functional approaches to disability measurement in Zambia reveals an overall disability prevalence rate of 13.4%, 4% of whom are recorded as having “speech impairment” (Zambia Federation of the Disabled [ZAFOD], 2006). Further, multidimensional poverty assessments indicate that 48.6% of Zambia's approximately 16 million citizens are impoverished. Currently, there are three internationally qualified speech-language pathologists (SLPs) providing services within Zambia's capital city, Lusaka. Given these statistics, it follows that a significant number of Zambian's, experiencing communication disability, are unable to access specialist assessment and support. Over the past decade, Zambia has seen two very different approaches to address this service gap—firstly, a larger scale top-down approach through the implementation of a formal master's degree program and more recently a smaller scale, bottom-up approach, building the capacity of existing professionals working in the field of communication disability. This article provides an overview of both programs and the context, unique to Zambia, in which they have developed. Authors describe the implementation challenges encountered and program successes leading to a discussion of the weakness and merits to both programs, in an attempt to draw lessons from which future efforts to support communication disability and SLP service development in Majority World contexts may benefit.

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Hoppers, Wim. "Industrial Training and Labor Market Segmentation in Zambia: A Historical Analysis." African Studies Review 29, no. 4 (December 1986): 43. http://dx.doi.org/10.2307/524005.

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Asombang, Akwi W., Eleanor Turner-Moss, Anil B. Seetharam, and Paul Kelly. "Tu1082 Gastroenterology Training in a Resource Limited Setting - Zambia, Southern Africa." Gastroenterology 142, no. 5 (May 2012): S—741—S—742. http://dx.doi.org/10.1016/s0016-5085(12)62876-5.

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Carmichael, C. L. "Improving the organization and management of civil service training in Zambia." Public Administration and Development 6, no. 2 (April 1986): 187–201. http://dx.doi.org/10.1002/pad.4230060207.

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Kouda, Alizata. "E-Administration in Burkina Faso: What Type of Training for Data Managers?" Atlanti 27, no. 2 (October 17, 2017): 171–80. http://dx.doi.org/10.33700/2670-451x.27.2.171-180(2017).

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As a guarantor of institutional memory, the archivist must continually be the human resource that understands and anticipates changes in attitudes and habits in the production of documents. In Burkina Faso, with the implementation of an electronic administration, the archivists are forced to take care of new forms of archives. These documents, being sources of knowledge, faithful witnesses of the action and the administrative activities, have undergone a significant change in the course of the evolution of technologies in order to become more and more immaterial. From the traditional repository of documents and physical documents that can be read directly without the use of an intermediary, we find ourselves confronted with information that can only be accessed using a computer, a reader or any other machine. This fact compels the archivist in Burkina Faso to review his initial training. Thus, training institutions have to readjust their training curricula.

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Paliienko, Maryna. "Archival Studies in Ukraine: Between Tradition and Challenges of Information Era." Atlanti 27, no. 2 (October 17, 2017): 181–88. http://dx.doi.org/10.33700/2670-451x.27.2.181-188(2017).

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The article it devoted to analysis of the new trends in the archival education in Ukraine connecting with evolution of society and archives in information era. The author explores the models of archival education in Ukraine in a context of a new archival paradigm. Special attention is given to the activity of the Archival Studies Department at Taras Shevchenko National University of Kyiv which offers a distinctive training program on archival theory, history and methodology as well as on Source Studies and Auxiliary Sciences of History. However, the challenges of a new information era led to the establishment in some centers for records managers’ training. Nowadays educators and archivists recognize the necessity of modernizing archival training programs, bringing them to the contemporary needs and archival practice. The author offers her view on getting balance between History, Memory, and Informational Technologies at the Archival Studies’ curricula.

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Kangwa, Jonathan. "Indigenous African Women’s Contribution to Christianity in NE Zambia – Case Study: Helen Nyirenda Kaunda." Feminist Theology 26, no. 1 (August 22, 2017): 34–46. http://dx.doi.org/10.1177/0966735017711871.

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This article explores the contribution of indigenous African women to the growth of Christianity in North Eastern Zambia. Using a socio-historical method, the article shows that the Presbyterian Free Church of Scotland in North Eastern Zambia evangelized mainly through literacy training and preaching. The active involvement of indigenous ministers and teacher-evangelists was indispensable in this process. The article argues that omission of the contribution of indigenous African women who were teacher-evangelists in the standard literature relating to the work of the Presbyterian Free Church of Scotland in North Eastern Zambia exposes a patriarchal bias in mission historiography. In an effort to redress this omission, the article explores and evaluates the contribution and experience of an indigenous African woman, Helen Nyirenda Kaunda. Based on relevant research the article concludes that indigenous African women were among the pioneers of mission work in North Eastern Zambia.

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Journal articles on the topic 'Archivists Training of Zambia'

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