UNDP/RAF/72/07 1 Terminal Report . . . . - AFRICA

*:

Regional Training Centre for Archivists- Accra

Project Findings and Recommendations -

Serial No. FMR/PGI/OPS/8 1 /223 (UNDP)

United Nations Educational,. ' United Nations Scientific and Cultural . Development .- Organization . Program m e

Paris, 1981

A F R I C A

c REGIONAL !CRAINR?G CENTRE FOR ARCBIVISTS -ACCRA

Project Findings and Recommendations

United Nations Educat i o d , Scientific and Cultural Organization

Report prepared by the United Nations Educational, Scient if ic and Ntural Organization (Unesco) acting a8 Ilkeating Agency for the United Nations Development hgrannne

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United Nations Development Progranme

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Paragraphs

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I.

II.

III.

Iv.

V.

VI.

VI10

17 General .. ...... .. .... .. .. . ... . .. . .. ..... ... . ... .. .. . .. . . Ebcutive Committee o......r........ ............. ..... ... 18- 20 Regioaal Advisory Council ............................. .. 21 - Adminisbration .. . -. .. ... .. .. .. ... .. . .. ..... ...O... . .. .. . 25 - 26 .

ACI?VITIES AND OUTPUTS 0.0 ~ o m ~ ~ . ~ o ~ o o o o o o o o o o . o o o o o o o o o o o (27 72) General ... .. ... .... ... .. ... 00000 ... ... moo.. . .... Staff Developent .... ...m........o.........ooo. ... 000000 Student Affairs .................. ..........m..... ....... Recruitment of students ..........o...... ..m...oo.......o

Syllabuses and Teaching Nethods ... ... . . . . ~..oo. ... ..... Graduate Diploma in Archival Studies ........ ............ Certificate Course in Archives Administration ....... ... . Higher Certificate or Non-Graduate Diploma in Archival Studies ..... . . .. .... .. .... .. . ...... ..... . . ..... .. ... .... MA. in'Libraxy Studies ................... ...... ....O..O Equivalence of a d s .. .. ...o .. ... ..... ..U..... .. .. .. .. m G AND €U3mm E A C I L m S oo- oooo ooooooooo oooooo oo General .....C ~...... ......... ....o... ....o... .oo....o. .. Library . .. *. .. mo .. .. *.. . ... . . . . .. O. . .. . .. . .. 0. 0.. ... Laboratory . . .. .. .. . . .. . . .. .. ..-. .. .. .. .. .. . .. . . .... .. .. . Teaching and Research Activities .. .. ... . .. . . .. 0.. .. ... .. General ... .. .. .. . .. ... . . ... . ... . ... .. .. .. .. .. .. .......~. Specific Achievements .. ... ...... . . ....... .. .. . .. ... .. .. .

27- 29 3 0 - 3 9 ,

40- 44 45 - 58 59 - 63 a - 65 66

67 68 - 70 71 - 72

VIII. CONCLUSIONS BND €ZECONHENDA!J!IONS 0.. . ... .... 0.0. . General conclusiona .. .* ... .... .. .. .. ... . .... ... ... . . . .. . Recommendations .......... ......... ............... .... ... 132 Training Centre and Students ............. ............... 133 - 142 Saff ...... ..... ...... .................. 743 - 747

... ... (121 - 147) 121 - 131

(73 - 86) 73 74

75 - 79 80- 86

(113 - 120)

TABLE OF CONTENTS (Cont ‘do)

Unesco I3xpr-b~ and Consultants

Counterpart Staff

TJNDp/lfnesco Project Fellowships

Table of Student Fellowships -

student Ehrolment and Output

Student Btake by Yeas, Country and Type of Course

&amination Results

Programme of Studies 1, Courses leading to Post-Graduate Diploma in Archid Studies

11. Courses leading to Certificate Course in Archives Administrat ion

IIIe

Lfst

List

Courses leading to Underdraduate Diplona in Archives Administration

of Papers, Reports etc. read or published RTCA Staff

of Postdraduate Diploma Projects

RAF/72/071 - Regional Training Centre for Archivists from English-speakingafrican I - - _. countries, Legon, Accra. --

1. records management systems are indispensable to developing countries for the planning of social, economic and cultural development. Following the resolutions of the 1966 Ehtraordinary Congress of the International Cauncil on Archives (ICA) in this regard, Unesco, in collaboration with ICA, launched a series of short oonsultant missions, with resaurces from its Regular Programme, from 1967 - 70, to explore and study the present archival situation in Africa; and the need to organise professional training of archival staff on a regional level. The missions were conducted in particular to ascertain the willingness of the countries in the region to co-ordinate their interests and pool their resources and efforts to establish regional training institutions so as to obtain, economically, adequately trained personnel to run their archival services.

2. from Freach-speaking Tropical Africa wa8 set ap in 1971 at the School of L i b m i a m , Archivists and Docmentalists (EBAD) at the Eversity of Dakar, Senegal (UNDP/RAE'/ 69/51?). The Project was initially sanctioned for five years from Jasuary 1971, but was extended by seven months up to July 1976.

3- second general conference held in Nairobi, Kenya, in May 1972, endorsed the proposal by the National Archives of Ghana that a Regional Training Centre for Archivists fram English-speriking African Countries (RTCA) , similar to the Dakar Centre, be set up at the University of Ghana, Legon, Accra. 4. In Aprfi/k 1974, Unesco fielded a three-week preparatory consultant mission d e r its Ee9ula~'€%0gramme to explore the overall needs for a r c h i d trafning in the region at all levels, and ascertain participation in the proposed reglonal training centre. Pollowing the mission, a symposium jointly sponsored by the National Archives of Zambia, ICA and ECARBICA, with the f-cial support of &esco, was convened in Lusaka in May 1974 to assess the findings of the Consultant, and work out initial steps towards orgaaiaing the training programme and comses of

5. various countries of the region, in particular with regard to the level of archival institutions capable of offering the required counterpart services and indervice training facilities, and existing dversity institutions with which affiliation migbt be established, it was decided to set up the RTCA at the Wniversity of Ghsna, Legon. Whilst initially affiliated to the l?sparctment of Library and Archival Studies ( D M ) , it was intended by the participating countries that the Centre should become a completely autonomous institution before the internetional co-uperation and assistance of uNDp/unesco ceased. It waa a3so intended that the RTCA should receive regional status under the respective laws of the Member States.

It is now generally recognised that efficient Gchival institutions and

s

,

As a result of these consultations, a regional training cexrtre for archivists

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The East and Central Africa Regional Branch of the ICA (ECBRBICA) at its

study. After thorough exploration and evaluirtion of the local conditions in the

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60 p e d t early assignment of the two experts provided for in the budget document. Recruitment was evezrtusily deferred by about a year, and training activities

The UNDP apprwed Preparatory Assistance to the project in June 1974 to

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. . commenced with the beginning of the U!niversity@s 1975-76 academia year (Ootober 1975). The Senior ESEpert arrived in August 19750 Initially, the total project duration

- was expected to be two years and six months, with a UNDP financial contribution of $ 353,000. Since this projection was found unrealistic, the tern wss extended piecemeal thrice - by two years, one year and six months - to a total of five years and nine months, with the UNDP oontribution rising to $ 672,400~

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7. The breakdown of UNDP's contribution was as followst '.

2 Experts (one Chief Archivist and one Archivist,

Group training fellowshipaad individual visiting Codtaats) 0.. 0.. .e. 0.0 $ 479,588.00

0.0 $ 127,049.00 trsiaing fellowships 0.0 0.0 me.

Equipment a& books ..e 0.0 0.a 00. S 54,271000 Miscellaneaas and others ... 0.0 0.. 0.0 $ 11,492.00

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_ - Total: $ 672,400000

8. The assistance p r d d e d by the Government of Gha~a commenced simultaneously with that of umDP/Unesco~ The Centre is located on the campus of, the University of Ghana in b u i l w provided by the host cauzrtrg. It has its own administration and teaching blocks with classroams, library and laboratoqy premises for teaching conservation and reprographic techniques. Apart from the teaching of certain subjects in the syllabus by University staff, another sizable Government corrtributian is the gearly subvention to finance the salaries of the caapferpart and administrative staff

9 m The bx.ea-icdown of Government inputs was aa follows:

Counterpart staff and support personnel .... jl! 316,000000+ Accommodation and furniture 1 -P-nt Use of archival holdings at the National I

Archives of a 1 10, of the Centre. While d l the students deputed by the participating countries benefited from national or international fellowships and very often the students

with the assistance provided by the Government of Ghana, University of Ghana and

11 0 Prom the outset of the project in 1975, the Project Document underwent three revisiona, necessitated by the extension of the project. There wa8 a progressive phasing aut of the project, an increased allocation of funds for equip- ment, and some funds were made available for the training of the staff.

No other state in the region made any direct contribution to the upkeep

continued to receive their salaries in their parent offices, RTCA managed to survive c,

umP/uile so 0 . J

+ -change m t e 1g75/78: $1 a b1.15; 1979/80 $1 a $2.75 +t Not possible to give figures in terms of money spent.

(jt = cedi)

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12. of studies ,-a-semd-1-egional training institutions established ana/or strengthened with the asmaXcx-of-the United Nations system, with a view to assessing the effectiveness of these institutions and their potential as instruments of regional co-operation and co-ordination for the attaimnelrt of both regional and national self-reliance and self-sufficiency. The

13 presented a series of recommendstions, including a plea for assistance to the National Archives of Ghana to organise sustained programmes directed at arousing the interest of policy makers and the general public in the need for the preservation and proper management of records. It further recommended that the participating countries should match the contribution of the host country towards regional co- operation for self-reliance by ensuring m a d m m use of the training facilities. offered by the Centre. Another recommendation advocated continued umDP/Unesco assistance.

In 1978, the United mations Joint Inspection Unit (JIU) initiated a series ~

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was included in this exercise.

The report on the Centre (JIU/€EP/79/15, Geneva, Ootober 1979) . . 9

14. The Project Document had emphasised the regional character of' the Centre. Despite all efforts to safeguard its future regional status, the necessary support fran the countries in the region was not forthcoming. Thus the Centre, which is now well known in English-peaking Africa as the Regional mining Ceatre far Africa, to which the countries of the region can send their students freely, is nevertheless national in character. The staff is primarily Ghanaian,- although one lecturer comes from another c d r y in the region.

11. cwTECTIVE3 QF' TAE PROJECT

15. for archivists of English-speaking African cktries in Accra, Ghana, and to develup the Centre into a viable and stable institation to 8eme the following long-rsnge and immedia5e objectives:

The werall aim of the project was to establish a regular training centre

Lonp-ranm Objectives:

(a) To assure, on a regular basis, general and special archival training at all levels within the region in order to pruvide the participating oauntries with the required professional staff. To promote and encourage research in archivology, in particular with regard to the conserrration of archival material under adxerse climatic conditions. To create an awareness of the importance of reoords and amhives maaagement for efficient running of administrative machinery and for the systematic planning of eoonamic and social development in the countries concerned, through the pruvision of trained personnel for the region's national archives and records management semices.

(b)

(0)

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Immediate Objectives: . .I .

(a) To provide a full diploma programme in archival science of 12 months' duration to graduate students with a bachelor's degree from an accredited college or university, and for other trainees with an equivalent minimum qualification. To provide certificate courses of nine months' duration for non-graduate trainees.

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(b)

(0)

(d)

To organise special training for technicians in archival preservation, restoration and reprography. To assist the interested governments to establish within three years from the start of project activities a fully autonomous regional training centre for archivists responsible to the Member States concerned.

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16. aativities concerned for the most part with inputs by consultants to stimulate participation in the project by arranging for a regular flow of students (fellowships to be financed natioaallyand/or within the project budget) , to prepare f o r a implement diploma and certificate courses starting with the academic year 1975/76, and to prepare ' for and implement special two-month training courses for technicians in conservation . and reprography.

In the Work Plan, these objectives were developed into a set of project

General

17- Initially, the archival services of Ghana, Kenya, Liberia, Nigeria, Sierre Leone, Tanzania and Uganda indicated their intention to participate in the project. Official government commitments in support of the project were received from Batswana, Ethiopia, Gambia, Ghana, Nigeria, Kenya, Sierra Leone, Swaziland, Tanzania and Uganda. In addition, six other countries in the region who joined were Liberia, Cameroon, Lesotho, Malawi, Sudan and Zambia, making a grand total of 16 countries sponsoring the project.

Executive Committee

18. The responsibility for supervising the Centre's policy and day-to-day work was entrusted to an Ekecutive Committee. Responsible to the Academic Board of the University of Ghana, the Committee's composition was as follows:

, . Head of the DLAS, University of Ghana - Chairman Project Manager - Secretary Chief Archivist of Ghana - Member Principal Counterpart - Member UmDP Resident Repre sent at ive - Member

LI.

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19 included general supervision of the Centre's policy, training and other programme activities, framing of syllabuses, administration of students, allocation of UNDP group training fellowships duringthe first two years of the project, allocation of

- - individual training fellowships to train the counterpart staff, and the preparation of the budget.

20 0 The Committee's performance improved as time went on, and was facilitated at later stages by the spirit of goodwill and co-operation which developed between

The Committee met regularly two or three times a year,--and its responsibilities

P

, the REA, University and Government authorities.

Rebanal Actvieow Council

21 0 by a Regional Advisory Council (RAC) which had official and professionally competent representation drawn from the countries of the region sponsoring the project. It functioned as an interim Governing Council until the Centre became an autonomous regional institution. In the performance of its functions the Council co-operated with the Academic Board of the University of Ghana. The Council's composition was as follows:

In the performance of its duties the Executive Committee was to be guided

Chief Archivist of Ghana Project Manager Repreeentat ive of the Government of Ghana, Ministry of Economic Planning One representative from each of the participating c ountries One representative of the University of Ghana TJmp Resident Rep re sent at ive

- Chairman ex officio - Secretary ex officio

- Member

- Members

22. and was attended by official representatimfrom eleven participating countries. . The Council adopted the text of a draft international agreement to be signed between the United Nations and those countries participating in the Regional Training Centre for Archivists. The draft included seven articles which laid down specifically the objectives and activities of the RTCA; status of the Governing Council; functions of the Erecutive Committee; responsibilities of participating countries (f ina'ncial and other); position and functions of the Director of the RTCA; co-operation of the Coverwent of Ghana; facilities and privileges, and operation of the Agreement.

23 REA'S second and final meeting WBE held in Legon in May 1977, with representatives from Unesco and twelve countries present. The delegates, after a series of discussions, revised and finally approved the international agreement. It was an instrument which was to establish the Centre as a completely autonomous . regional institution under the respective laws of the Member States. A formula for the determination of the financial contribution of each Member State to the Centre's '

budget was also established. Article VI1 stipulated that the Agreement should come into force "on the first day of July following its ratification by not less than six participating countries1' .

The Council met only twice. Its first meeting was held in Legon in May 1976,

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24. responsible Governing Council and the RTCB an autonomous body, but unfortunately this stage was never reachedbecause the minimum number df six 8ignatUeS was never obtained.

After the signing of the Apeement, the RAC would have become a fully

Adminiat ration

25. A very healthy spirit of oo-operation developed between the Project &nager, the Senior Counterpart and the Head of the Department of Library and Archival Studies. Day-to-day management of the project continued to be shared by the two sides throughout the duration of the project.

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26. September 1977, the contract of the Senior Expert expired, and the remaining expert, who was later promoted as Senior Expert, carried on the duties of the Project lknager. Their activities included:

. Initially, two Unesco experts shared responsibility for the project. In

Co-operation with the Director of the DLAS and counterparts, including organising theoretical and practical training. Teaching Theory of Archives Administration, one of the core sub jeota (definitione, acquisitions, arranement and classification, finding aids and their preparation, legislation, repository control, search-room operations, educational programmes, etc.) Teaching of automated data-processing , information retrieval, indexing, and abstracting and dissemination techniques. Supervising the work of consultants t esching specialised subjects like Reprography, Conservation and Administrative

Helping in admissions of foreign students. Training of counterpart staff by preparingtheir programmes of study abroad.

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Hist 0 ~ .

Bkintaining communication with Unesco Headquarters. Maintaining contact with the office of the UNDP Resident Representative. Preparing semi-annual reports for submission to UNDP, Unesco and the Government. As Seoretary to the Executive Committee, organising meetings, implementing decisions and keeping Unesco and UNDP fully informed. Serving on various oommittees of the University, on the Executive Committee and on the RAC. Preparing a draft Terminal Report.

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Iv. - ACTITITIFS AND OUTPUI'S

General

27. As is normal with newly-established institutions, the RTCA encountered problems in the beginning; by the end of 1977, most of these-had been resolved, and from then onwards REA'S work proceeded smoothly, activities being greatly facilitated by the exemplary co-operation of the University authorities. Despite the unsettled conditions which existed during much of the project period, the teaching at the RTCA continued unabated and examinations were completed, though sometimes postponed.

28. Ghana, the University of Ghana and UNDP. The host country provided much of the infra- structure, buildings, furniture', office equipment, Government subvention and, in later years, the co-operation of the National Archives. Without this substantial contribution in cash and kind the project would have achieved little. UNDP, acting through the agency of Unesco, provided internationally-recruited teaching-staff, visiting consultants in technid subjects, student fellowships daring the first two years of the project, staff training fellowships, books and technical equipment for the Reprographic and the Conservation and Restoration Laboratory.

29 The RTCA has achieved a recognised position in the archival world. The numbers trained so far, whilst comparing favourably with the output of other similar institutions, could have been higher if greater financial and other support had been forthcoming. The Centre gives full professional and sub-professional courses at three levels: Post-graduate Diploma, Under-graduate Diploma, and Certificate, a range of courses such as is offered by no other institution as yet. Thus,it would appear that, in matters of archival training, the Accra Centre is recognized as providing for an identified need of the English-speaking African countries.

Local costs during the project's lifetime were shared by the Government of

Staff Development

30. largely upon the human resources that are available for their implementation and upon the skills and knowledge that can be introduoed to the participants. The Project Document provided for a regular international staff of two archivists, one of whom was designated 88 Chief Archivist/Senior Ekpert and Project Manager. However, when the Project %nager left after two years, he was not replaoed. The other archivist took Over as Project Manager and was later promoted as Senior Expert, and carried on the management of the Centre until the end of the project in March 1981. In addition, there were nine specialised consultancy missions of one to two months' duration. These experts and consultants guided academic activities in the core archival subjects: Archives Administration; Informatics, Administrative History of Commonwealth Africa, and such ancillary subjects as Reprography and Consenration and Restoration of Archival Materials.

The long-term suocess of development progranrmes must necessarily depend

31. part staff and two part-time teachers from the National Archives of Ghana. The host country was also to provide permanent and temporary teaching staff for non-professional subjects within the teaching programme, such as African History, Secretarial Practice, Management Procedures and Information Science.

In addition, the Project Document had made provision for two national oounter-

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32- ' - his - -- -- other --__ oanm$tments,. o C y - m i x month on a part-time basis. Later he worked 'fa1 time ae a-senior caunterpafEXiX-a regular member of the staff. The National Arohives tms uqa,ble to offer teaching ~~~sistance. Thu, the entire burden of teaching the core subjects of the programme devolved on the international staff. As it was realised quite early on that no National Arohives staff would be available for the Centre, it was deoided to amalgamate the two part-time posts which had been provided for into one fall-time leotmahip (third oounterpart) to be appointed by the Uaiversity and paid for from the Government subvention.

Init!,ally only one oountergart was assigned to the projeot, and,because of

33. aoanterparts to continue their work after their departure. Programmes of study abroad are designed to provide opportunities for international training, so that trainees retarn and make a full contribution to the development of their countries. Unfortunately, financing of the training of counterpart staff posed problems in the initial stages. While there was no formal pruvision of fund8 in the project budget for individual fellowships, it was generally believed that such requests would be considered sympathetically. But the financial crisis in the UNDP system in 1976/77 further delayed the implementation of the staff development programme.

A vital part of the duties of international experts is to help train

34- Alternate sources of finance were explored, &d fortunately for the project the University of Ghana, which has a staff training scheme, agreed to offer a fellow- skip of two years' duration to one of the part-time history teachers at the REA. The fellowship was utilised by arranging for admission of the lecturer to the one- year Diplama Course in Archives Administration at the University of New South Wales School of Librarianship. The National -hives of Malaysia agreed to train him for abaut six months in the processes and techniques of conservation and restoration of materials. Now designated as Second Caunterpart, the lecturer left Ghana in February 1977 and returned in October 1978, fully trained as an archivist and conservationist, to take up his position at the BTU. It was arranged with Unesco in early 1980 that he be given same practical archival training for four months at Kent County Archives in the United Kingdom, but due to lack of funds and the decision to terminate the project within six months, the proposal had to be dropped.

3 5. was selected as the most suitable candidate to undergo further training for six months in Records Management and Reprographics at the Public Record Office, London, in 1979. However, there was a last-minute cancellation of the internship.programme at the Public Record Office. A request was then made to the Bational Archives of India, New Delhi, for the same training facility. The request was accededto and the candidate left in late August 1979. On his return at the end of February 1980, he was helped to aecure employment with the University in the position for which he was trained.

360 been catered for (Archives Administration, Records Management, Reprography, Consemtion and Restoration of Documents), it was felt that the dependence on a Unesco oonsultant for the course on the administrative history of colonial Africa (University of Ghana does not have the expertise in this subject) could be avoided if a graduate in African History could be trained as an archivist at the RTCA and later sent to the School of Oriental and African Studies (SUS) in London to undertake studies leading to an MOA. in Administrative History of Commonwealth Africa. The subject equips the students with the basic institutional framework necessary for understanding the provenance and classes of records created by the organisational set-up of professor r later appointed as Unesco Consultant) who devised an entirely new course tailored to the needs of the graduate students of the REA. A suitable graduate

Far the third courterpart; a diplomate of the BTCB from the 1976/77 group

While the teaching of all the basio courses of the archival programme had 5

c

vernment agencies. The subject was hitherto taught by a visiting

- 9 - was selected and trained as archivist during the 1978/79 academic year. One training fellowship of 12 months' duration having been approved by Unesco, a suitable M.A. course was selected for the candidate at the SOAS, London, in the 1979/80 academic year, where he successfully completed his M.A. in West African History, with emphasis on Administrative History. He was given an extension- of two months in London to undergo some practical training in Archives Administration at the Kent County Archives. He was expected to return to the FITCA in December 1980 but up to the time of reporting had failed to do SO.

37 and Conservation Practices in Maroh - April 1980, and became familiar with the very satisfactory, with the staff capable of dealin as technical specialities. At the end of the Unesco$IwDp support in March 1981, the deployment of the staff was as follows:

The counterpart staff understudied the Unesco Consultants in Reprography

3 Centre's own sophisticated equipment. Thus, the professional staff situation was with the core subjects a8 well

_ . - - - - Senior Counterpart/Acting Director - Beoords Maaagement Senior CounterpastJLecturer - Archives Administration and

- Records Management, Reprography, Conservat ion Practices

African History (Certificate Course)

Lecturer + - Archives Administration and. : . . Administrative History of

Commonwealth Africa (Graduate .

Students) . . .--. ,. .. -.--I - .. .- --_--_- -. ._--___- . .. ._ , --. .- . . ..---

38. were competent to assume full responsibility for the work and developmeat of the RTCA. lecturers should be able to share the teaching load, but another lecturer would have to be appointed. An RTCB diplomate of the 1979-80 academic year is a possible choice. The Centre will continue to depend on University staff for some of the common courses which the students are required to take with the Library students in the Post- graduate Diploma, Certificate and Undergraduate Diploma course^.

39

By the end ofthe project it was felt that the national counterparts

Even if the Senior Counterpart retired in 1982, the remaining three

The supporting staff consisted of:

1 Administrative Assistant 1 Technical Assistant 1 Driver

I 1 Meesenger/Cleaner '

Student Bff airs I

40 University. There axe five halls of residence and six annexes. Each hall is largely autonomous and self-contained, with dining hall, chapel, library, junior and senior common rooms. The Centre's students a m assigned to various halls and share rooms with other students. Sometimes post-graduate students are given separate rooms, depending on the general accommodation situation at the University. In addition to accommodation, the students may have meals in the dining halls at subsidised rates, free medical service and free library services. Fareign students

The students of the RTCA enjoy the same statas as other students of the

+. At the time of reporting, the lecturer had not returned from a fellowship.

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pay.-tuition fees, boarding and lodging fees, and registration and examination fees according to the university regulations.

41 . Like the rest of the University, the BTCA admits its students in early Outober. Even thuua invitation letters aze issued as early as Januarg, students often arrive late, sometimes even after the final admissiop-.date (28 Ootober) of the University. In such cases, with great effort, the University rules are relaxed, but securing accommodation for late arrivals is very difficult.

42. students contime to stay on the campus, thou@ they have to pay extra lodging fees. The university halls do not provfde food during vacations, but students may eat at the Cafeteria.

During =cation periods (Christmas, Easter and Summer holidays) foreign

43 Despite problems, chiefly concerning food, the foreign students have gained considerablg ----- ---- from full- participation in the 3.ademic community. I___-..- It is valuable for:African students to have a good insight into the tra&%ions of other Bfrican societies., and it is precisely in this area and in archival matters of. tropical aountries that the RTCA is able to provide a more appropriate and apt traidng than other training schools i

44. or private) or allied institutions are admitted to the RTCB. Exceptions have occasionally been made in the ca68 of same private Ghanaian students who showed great promise in their performance at the entrance examination.

Nozmally only students who are sponsored by archival institutions (public

Recruitment of students

The recruitment of students has developed fairly well, thugh it has 4s. been uneven in same years, due to circumstances beyond RTCQts control. In the first year of and eight in the Certificate Course) were admitted. In 1976/77, there were 29 students (9 +1 20) which represexted an expansion approaching full capacity (30) after only two yeass' operation. Qf these, 18 were UNDP fellowship holders. But ater ffisDP had pruvided fellowhips for two pars (nine per year) came the depressi= news that no further fellowships would be provided. This complete and sudden withdrawal of nmrrP fellowships dealt a serious blow to recruitment in 1977/78, particularly to the gmduate stream, for which several countries had sponsored candidates only to withdraw them at the last minute when it was realised that no fellowships were forthcoming. The remoter countries of Southern Africa were particularly affected by this lack of fell om hips^ Initially there were just two students in the Diploma and ten in the Certificate Course (mostly Ghazmia.n8). Later, however, the student intake picked up as more governments sponsored candidates or obtained aid from variaus international organizationso In the 1978/79 academic gear there were five graduate and 14 Certificate students. The position remained more or less static in 1979/80, when the recruitment figures were four and 13. Course was initiated ~ t h two students. But recruitment recovered in 1980/81, the last gear of tfisDP/Unesco support, when the numbers were five, 17 and five. This represents a very healthy situation, considering that all students, except one, were sponsored by their own national government.

1975/76, -19 students (eleven in the Eost-graduate Diploma

In this year the third stream of the Undergraduate Diploma

- 11 - 46 There are increasing signs of improvement in graduate recruitment as more and more countries try to build up stronger archival establishments. It is pdicularly interesting to see the rapid emergence of a strong demand for training at certificate level. Students are sponsored not only by national archives services-' but also by such organisations a8 banks, public corporations, universities, armed forces, etc. There is every likelihood that this trend will continue, though it is a little disquieting that the University is fixing a rigid quota of 15 students for non-degree courses like the RTCA Certificate Course because of the shortage of resident i d accormnodat ion.

47. The truly international character of the RTCA is reflected by the fact that all 16 participating countries in the region sent students to the Centre. Of the 125 admissiona in sir years the biggest number m naturally from Ghana, 49, followed by Higeria 14, Kenya 12, Tanzania. 8, Liberia 7, Ethiopia 5, Zambia 5, Uganda 4 and the rest one or two each. - -- 48- Inmany Third - .- World countries, -- - graduates of trdning schools are usually assimilated in the existing -des in the public service. But very often archivists are not placed upon truly comparable grades. In such matters, the profession needs the support of interested bodies in the region to secure for the archivists the status they deserve. Most of the students who completed their training returned to, or secured places in appropriate specialist posts. In three cases, diplomates were appointed to head new srchival services or programmes immediately on retarn to their own couatry. In one case, a Certificate student was placed at the head of an extensive corporate archives programme. Employing authorities have often recognised the time sped in professional training by awarding promotions or other monetary incentives.

49 . professional posts in archival institutions, but there is a large body of inter- mediate professional staff who will normally include personnel recrafted either from secondary schools or high schools, or those recruited from middle grades of university degree courses, and who axe erpected to do jobs which are specifically professional: arranging and describing archives, detailed supervision of records procedures, etc. Such people coming to the RTCA undergo the Certificate Course in Archives Administration, which is very much more practical and specific than the higher grade. They should also have career prospects which include promotion in recognition of ability and experience.

50. send their students to the R!PCA. However, many do not have the financial resources to do so. In 1975, when the R E A was established, its budget included nine fellowships per year which, the courtries of the region assumed, would remain an integral part of the project. Cancellation of this component duringthe UNDP financial crisis in 1976/77 affected recruitment adversely in 1977/78, particularly the recruitment of graduates from countries of East and S d h e r n Africa.

In African countries graduates are recruited for most of the higher

Most of the countries in the region are not only Killing but anxious to

51. Unesco has approved all requests for fellowships under its Participation Programme; but such requests are few a8 the National Archives are not rsted highly in the national priority list when it comes to apportioning scarce resources.

- 12 - 52 and continues during most of the first six months of the year. The Centre provides -information on its programmes and aotivities by circulating its prospectus widely. As the cancelled UMlP fellowships were not reinstated, an additional set of inform- ation circulars was prepared to indicate the various international assistance pro- grammes under which fellowships might possibly be obtained.

Recruitment of students for the succeeding academic year commence8 in January

53 West African countries in 1978, it has not been possible to forecast with any certainty the trends in training requirements in the next fen years. Some of the oauntries which had big plans for expansion in the coming five years or so unaccountably lost momentum. But there is undoubtedly a great potential need for trained archival personne1.

Despite the partial maapower development survey conducted in some of the

54. a fairly easy operation. Each country which was sending a graduate trainee was

certificate students from Southern Africa. That there were far more students than :- fellowships proves beyond doubt that sane cowtries are prepared to pay for the training of their staff.

55. adequate, and in some casea, excellent. Sometimes, on the grounds t&t sponsoring authorities were in great need, the RTCA accepted sponsored students who did not fully meet the n d n a l entrance requiremexrts. There were no failures at the certificate level, thaugh there waa one outright failure at the graduate level and two graduate trainees passed the written examination but failed to submit a written project which is assessable as Pa& 11 of the examination.

56. The University has had to increase tuition, lodging a d boarding fees twice during the past five years. This may have contributed to a small extent to the drop in the number of’students admitted. The Graduate Diploma tuition fees, which commenced at j?! 1200.00 a year in 1975, rose to $ 3000.00, whilst Certificate tuition fees rose from p! 4~.00 to p! 1000.00. The lodging and boarding fees went up from j?! 750.00 to j! 3000.00 during term-time. In vacation periods the students were expected to fend for themselves.

Allocation of fellowships during the first two years of the project was

, assigned a fellowship. There were two special requests for awarding fellowships to

At both levels, the standard of students recruited mmained at least

. . . .

57 . disciplinary problems. Usually the trainees are highly motivated, since they belong to a profession and h o w that their future careers depend largely on the training they get at the-RTCB. Furthermore, having worked for some years in their institutions, they tend to be maturer in age and outlook. Their ages range between 25 and 45 years. At times of difficulty, ETCA students, both Ghanaian and foreign, exhibited great compclsure and restraint. sit e&ina,tions when the rest of the University was closed.

58. Government broke down and because of the lack of spare parts could not be repaired. Though the Unesco-supplied g-seater bus proved a great boon, it was too small to transport 20 - 25 students at a time to the National Archives and other educational institutions which are situated far from the University. However, by dividing the students irrto groups, it was possible to manage. It was a great strain on the lecturers who conducted practical training.

The BTCB has had no problems with deliberate absenteeism or other . .

4

They even agreed to attend classes and

Transport difficulties plagued the Centre. The bus pruvided by the

- 13 - Svllabuses and Teachina Methods

59. Records lanagement as a management occupation rather than, as formerly, a branch of interpretative scholarship, Modern records are so large in volume, complex in origin, and frequently haphazard in their development, that a managerial approach is needed to solve the problems of dealing with them. Consequently the training schools are changing their syllabuses and emphases to reflect the new viewpoint, Increasingly the teaching of management science is becoming an integral part of the archivist’s training, and that is true of the RTCA also,

There is a-growing acceptance of the concept of Archives Administration and

- - .

’

60, industry rather than historical research. As data banks of original materials archives have much in common with libraries and documentation centres, and must increasingly use automated data processing, informat ion retrieval and erploitation, abstracting, indexing and dissemination techniques. However widely it differs in methodology and application techniques from those used in libraries and other information centres, the teaching of informatics as oriented towards archives has become almost obligatory in an archival training institution.

61. azchival training is being carried out ita in the field of administrative history, The course at the RTCA introduces students to the history and functions of record- creating bodies in the government machinery, using Ghana as a case study, The situation is common to most students, coming as they do from English-speaking Africa. The aim of the course is to illustrate certain historical features shared by Commonwealth countries, as well as some general administrative principles of wider application.

Archives have come to be recognised more and more as a part of the information

Another area where radical reassessment of the content and structure of

. .

62, ‘At the technical level the need for training conservationists and reprographista is great, though it has not been Fully realised in Africa. Whilst it is not possible to tarn out professionals in these two fields of study in the course of one academic year, h t is being achieved is to give an introduction to these subjects to students both at Certificate and Diploma levels. Those who feel inclined to take up one or the other course more seriously as a career may later branch aut and specialise in some professional institutions in Western countries,

-

63. The syllabus adopted in the first two years of the project waa revised considerably in 1977b8. The general aim of these revisions was to provide a number of courses common to archives and library students at diploma level, particularly in the principles of management, information science, automated data processing, coneervation, reprography and methodologp of research. Some adjustments in the syllabus for the Certificate (30urse in Archives Administration were also made. A higher certificate (non-graduate diploma) with a common teaching programme with library students in research methodology was introduced to upgrade the qualificationa of the staff holding the Certificate in Archives Administration.

.

Graduate Diploma in Archival Studies

64. ~ The course was designed with the objective of training archivists to occupy initial professional positions in aay type of archival institution in English- speaking Africa; effectively to acquire, manage and conserve documents and exploit information contained therein; to guide users in making the best use of archival resources; and to assist record-creating agencies, including government and other public and private bodies, to establish and operate efficient records management system.

ri

65. Candidates for admission must normally have obtained a good first degree (B.A.) in an appropriate field of study in a university in Africa or elsewhere. The course ertends over one calendar year, starting in October. It consists of leatares, tutorials, seminars, practicds, educational visits to archival and allied institutions and written project work. The Bgllabus, which covers four main fields of study, is reproduced in Appendix I.1.

Certificate Course in Archives Administration

The course is aimed at training archival assistants to support professional 660 azchivists in various archival operatimis, to perform technical tasks independently and to supervise the execution of vazious technical and clerical archid tasks. Candidates who seek admission must have at least 5 '0' Level passes, including English language. Preference is given to those who havesomiexperience in an archival institution, and to those who are sponsored by archival or allied institutions of their countries. Ghanaian candibtes, whether sponsored or not, aze required to ss an entrance examination, The course of study extends over one academic year E months), us~ally starting in October. It consists of lectures, practicals,

tutorials, seminazs a d educational visits to the National Archives, and to museums and libraries. The syllabus covers five fields of study, and is reproduced in Appendix Eo20

- .

Higher Certificate or Non-graduate Diploma in Archival Studies

The course is designed to up-grade the qualifications of persons holding the 670 Certificate in Archives Administration. The diplomates are expected to occupy middle- level professional positions in an archival institution. At the time of registration candidates should have worked for at least three years after the awasd of the Certificate in an archival institution or any other appropriate institution such as bank archives, corporation -chives, etc. The course of study extends over one calendar year, commencing in October. It consists of lectures and tutorials in the first term followed by the writing of a thesis from January to September. The syllabus is reproduced in Appendir E.3,

*

'MOA. in Library Studies

680 undertake an MOA. (by thesis) in Librarj Studies, but the subject may be purely archival in character. The course was originally desigued only for librarians, so that they could get mid-career opportunities and thus become professional libray administrators. With the affiliation of RTCA to the U S , many archival diplomates are taking advantage of this facility.

It is possible for holders of the Graduate Diploma in Archival Studies to

I

- 15 -

. ..

'I .

69. To be admitted to the M.A. course, the candidates must have obtained the Graduate Diplo& in Library/Archival Studies of the University of Ghana or its equivalent. The course extends over one academic year and. consfsts-of-writing a --I-- ---- ------ thesis under supervision.

__ - 70. on an approved topie. The dissertation must be submitted by the first day of my, AII &ension of up to six months may be gated, on application, by the Fbculty Board. Assessment of the thesis is made by two examiners, one of whom is external.

The examination consists of the submission of a thesis of at least 20,000 words

Equivalence of awards

71 The equivalence of the RTCA awards has been a matter of considerable enquiry. The Graduate Diploma, although recognised in the countries of the British Commonwealth as a professional qualification, is not so recognised in some other countries. The matter was discussed by the Academic Board of the University of Ghana and determined as follows: in terms of the regulations of the University, the Graduate Diplomas are equivalent to the first year of the M.A., which in Ghana is a two-yeas course if the written examination is taken. In terms, however, of the ezternal equivalence, the RTCA Diploma is equal to the American degree of MLS. This equivalence is determinednot only has been agreed by the authorities at Columbia University, tsho evaluate the U.S. equivalents of studies abroad, for consideration of the U.S. Civil Service Commis- sion. It is hoped, therefore, that this equivalence will be regarded as established pending a general regulation of professional qualifications by the azchival profes- sion itself.

72. * to a Certificate course in ang other diecipline in the countries sharing British Comnonweslth traditions. In fact many students who have pcrsued further training in European archival institutions have been accepted if they have been able to pro- duce the Certificate and Diploma of the University of Ghana.

a comparison of work requirements, but also

The Certificate Course in Archives Administration is accepted as equivalent

V. TRAINING BND RESEARCH FACILITIES

General

73. workshop and libraq, a d assembling its equipment and books, it used the technical and library facilities awailable at the University, National Archives of Ghnnn, Council for Scientific and Industrial Research Documentation Centre, Social Security Reprographic Unit, Ghana Instrumentation Centre, etc. Until such time as the basic books on archives science could be pocured and despatched to the RTCA by Unesco, the two experts made available to the students their own sets of books and writings, very often by preparing detailed handouts for general use. The Balme Library of the University was given a list of basic texts on Archives Administration, Records Management, Information Science, Reprography and Conservation, etc., so that the students could use those as ne11 as the ones at the RTCA departmental library. The University computer facility was used in demonstration exercises.

For the first two years, whilst the Centre was setting up its own laboratoxy/

.

- 16 - ”-. -. . Library

74. Building up an archival library for the RTCA as an integral part of the departmental library has been a fascinating part of project activities, Books, journals, panphlets and other materiab were ordered thou& Unesco during the entire period of the project, Many of the pm-ticipating countries contributed the literature that they produce in the course of their activities. Now there is an effective working library which has a nucleus of excellent professional literature on the two disciplines of library and archival studies, Apart from the basic texts and general books on archival and library theorg and practice, -there is a sizable collection of books on the history of Af’rica, management studies, informatics, conservation and reprography. The library subscribes to specialised journals and periodicals from all Over the world. Payment of yearly subscriptions presented many problems, not the least being the lack of foreign exchange. Because archival books ase so difficult to come by in Ghana, multiple copies of basic materials were acquired, But one of the sad experiences resulting from this was that students who c d d not obtain books of their own often borrowed them, never to retum, Bot having a librarg assistant to look after the library counter meant a substaatial loss of books during the 7977fl8 period, Early in 1978 the archival part of the lib- was moved to the Acting Mrector’s room. Here a system was introduced &ereby books w d d be issued by two of the designated archival staff. Since then no loss-of books has been reported,

z

75. The design and construction of the RTCA laboratory and the installation of the equipment took a long time to take shape. Tu begin with, there was a dispute between the national Archives and the RTCA as to the location of the equipment to be received through Ullesco. According to the project document the National Archives ms to give in-service training facilities, and this was interpreted to mean that all the new equipment was to be located there. But since the National Archives was finding it difficult to complete its building extension work, and had no secure place to house the equipment, it was decided by the Ekecutive Committee in January 1978 to install at the R E A the equipment acquired through Unesco. It was generally agreed that the students d d be more conveniently and satisfactorily trained within the University Campua than at the National Archives, rhich is some 10 miles anay from the Centre. Apast from the transport difficulties, the national Archives staff was not N l y equipped to undertake the in-service training, As mentioned elsewhere in the report, the R W A staff was beginning to become self-sufficient in all aspects of aschival training. I

76, was accelerated. An international consultant helped design a tnrkshop which wuld serve as a model for conservation/restoration laboratories in the developing countries of Africa, Emphasis was placed on maslual operations and on locally-made furnitare aad equipment like benches, tables, plumbing, drying racks, presses, fumigation L

cabinet and certain local supplies,

With this problem solved, the planning and construction work of the laboratory 1

- 17 - 77. of equipment a d supplies for both reprography and conservation/restoration was drawn up. The equipment started arriving from early 1979. As.-the premises could not accommodate all the machinery, the library room which is adjacent to the work- shop/laboratory, and which had been vacated because of pilferage of books, was converted into a reprographic centre. Working conditions would be improved if a door was cut between the two rooms. But there remains the problem of providing a dazk room to process exposed film, For the time being the demonstration of this reprographic process is conducted at the archaeological department of the University. As soon as the automatic processor is installed and put into use, this minor inconvenience will have been resolved.

As soon as the f'unctions of the workshop had been decided a detailed list

-

* 78. The following equipment has been received from UNDP/onesco and is being

' . ' .- (4

(a)

Teaching equipment . e

Repropaphic equipment : =a supflies . .

Conservat ion/.restoration : equipment and supplies

'fiansport vehicle . .

an over-head projector with screen and a slide pro Sector.

Kodak microfilming camera, microfilm reader, splicer, processor with accessories, trans- pazexcy maker/duplicator microfilm rolls and other supplies.

Ademco laminator and. accessories, restoration supplies like tissue paper, cellulose acetate .

foil, hand& paper, bindingmaterials, chiffon gauze, etc. and chemicals of various kinds.

A 9-seater Volkswagen bus, to replace the one supplied by the Government of Ghana, which became unusable because of lack of spare pasts.

79. The equipment supplied by the host government included a 12-seater bus, W meter, trimmer, gas cylinder, duplicator, locally-made fumigation chamber, filing cabinets, refrigerator, air-conditionem aad typewriters. As it became progessively more difficult for the host country to make available consumable supplies for the RTCA technical senriceq these were ordered through Unesco. At a later stage, the National Archives put some facilities and archival holdings at the disposal of 'the Centre for training and research pl~poses.

Teaching and Research Activities

The Centre had two international staff for the first two years, and when the 80. Project Manager left in September 1977 at the end of his contract, he was not replaced, There waa one counterpart tsha started working full-time after April 1976, Ws,during the early years of project aCtivitG the teaching load was shared by three members of staff. But the situation became quite difficult for the next two years when all the teaching done by the Project Manager fell on the shoulders of the remaining Thesco Expert and one counterpasf;. This meant not only lecturing 10 - 14 hours a week, but also guiding other academic activities of the students, research projects of the Graduate Diploma students in connection with Part I1 of their examination, and tuto- rials and seminass. The situation eased considerably from the 1979 academic yeax, with the remitment of the second and third counterparts after their traking.

I

- 18 - 81, mite substantial. Apart from the production of schemes of rmrk, course descriptions, Bgllabuses, student handouts a d other instructional materials directly related to the subject areas, the staff contributed a number of reseazch papers for various ixternational conferences, seminars, workshops and journals. A number of specific studies on archivoloa were also made. Appendix F.1 details the research activities of individual s W f members.

82, 'Phe research project work of the Graduate Diploma students m 6 carefully sapervised and guided. So over the reaxs, a t has emerged is a corms of meticulously- produced and researched finding aids for several groups snd classes of records at the National Archives of Ghana. The projects h+ve proved so useful that often research scholars working at the National Archives consult the staff of the RTCA for M h e r guidance as to other avemes of research and source materials on the specia3ised areas of their Studies. The University of Ghana archives have also been described in vasious studies, So more and more archives in Ghana are becoming accessible for research through the activfties of the RTCA (Appendix F.2).

83. Ebr practical work ip records management and archives administration new proformss and standards have been developed. After they return to their own countries, the students can easily introduce the systems leasnt at the BTCA. Bs part of the practical exercise,the students have organised and axranged the records of the unfversitg registry. A class list has also been prepred.

Despite the pressure of teaching rmrk,the reseazch output by the staff was

.

&, international consultants in the three areas of study (Administrative History, Conservation and Reprography) preyed digests of lect-ares and distributed them after

€ECA staff members who have developed their capability in each of these fields.

In order to make the best use of the limited time at their disposal (6-8 weeks)

each lecture, Master copies of these lecture notes were bound together and used by C .

85, reseazch in archivoloa, particularly with regsrd,to the conservation of materials affected by fungus, insects, acidity and Intmidity.

Practical sessions in restoration methods and reprograpw have encouraged

86, A new venture, a student-staff research annual entitled Legon Librarian- Archivist p r o v e d g e a t ~uccess. The annual includes research articles by both staff and students on the various braaches of study in infomation science. It is managed by ag editorial bard representative of staff and students of both wings of DLBS. It should be continued in years to come.'

was started in 1976. So far three issues have been published and have

VI. ACB-?T OF mEDIATE OBJ'ECTIVES

General

87. . Whan the project cane to an end, the Regional Training Centre for Archivists had been in operation for five years and nine months, by which time the Centre had achieved recognition in the field of archival training. Anticip,ating a successful end of the sixth academic yeas of its existence, the RTCA had on its rolls 125 students, of whom 36 were Graduates, 82 Certificate students and 7 Eudergraduates.

L

- 19 - 88. each one of them sent students to the Centre, Appendix D. 2 refers to the recruit- ment of students, the countries from which they came, and the source of the financial support they obtained (Appendices C. 1 and C.2).

89. demand for training at the three levels offered by the NTCA. Whilst the original plan of operation did not indicate the number of students expected to be trained anxually, an average of 20 plus seem to be a good outplt, though this could have been greater had resources been available.

Initially 16 countries of English-speaking Africa joined the project and

The training of 125 students in six years suggests the emergence of a good - '

I_ 90. The admission of graduates was fairly good in the first two years - 11 and 8 - because most of the 9 fellowships a year under the g ~ n r p training component of the project budget were offered to the graduate students. Incidentally fewer candidates qua,lify as graduates in Africa, and most of them join the Civil Services for lucrative appointments or look for fFnancial support to undergo flmther training abroad. When UNDP fellowships were suddenly withdrawn in 7977 due to the finaacial crisis at the UNDP, and not reinstated, despite the improvement of the financial climate and the pleas of Unesco and the lo& office of UNDP, there was a disquieting setback in the graduate level intake, Only 2 students registered in 1977h8, The recruitment picked up in later years: 5 in 1978h; 4 in 1979/80; and 5 in 1980/81, all of them sponsored by national governments. Thus the weakness in the number of students at the grduate level is not to be ascribed to any lack of interest or need for professional personnel on the part of the countries of the region. In fact, many pticipating countries enquired about fellowships, since they had assumed that once established the fellow- ship pro- d d continue for the duration of the project.

'

. '

91. one fellowship under its Regular Progrannne. But due to the lengthy procedure involved only 6 candidates (from Liberia, Malawi, Gambia and Ethiopia) succeeded in joining the Centre with Unesco fellowships after the cessation of the group training scheme, Thus of the 125 students trained over the period 1975-81, only 24 were awasded UNDP or Unesco fellowships. The rest were mostly sponsored by their own governments or by other educational bodies. It seems that there is a genuine need for the governments to train their staff at the RTCA, but because of financial constraints they send fewer students at a time,

Aware of the complex situation, kesco approved a,ll requests for fellowships .received under its Participation Programme, and even went aut of its way to sanction

~ 92, On the other hand, it is interesting to see the emer nce of a very good demand for training at Certificate level. The figuresof 8 in 1975fi, 20 in 1976/77, 70 in 7977/c18, 14 in 1970/c19, 13 in 1979/00 and 17 in 1980/81 speak for themselves, Indeed the figure could have been much higher but for the fact that the University had restricted the admission of aon-degree students, because of heavy pressure on residential accomnodation in the campus.

'4

93. Vest African countries in early 1979 also suggested that there was a great potential demand for trained archival personnel at all professional and technical levels, but lack of funds, and often the lack of support by the national governments for their archival services,thwa;rted these efforts, Indeed if some UN fellowships were to be

. sanctioned on a regular basis, it would not be difficult to fill the classes as another UNDP project in Ghana (the Regional Bstitute for Population Studies) is

The partisl manpower rmmrey conducted by the Unesco Expert in some of the .

do ingm

94. -counting the Unesco mrt, in contrast to the 1975 staff of 2 international experts anti one part-time national counterpasrt, By the end of the project the national staff

At the opening of the 1980/81 year there was an academic staff of 3(*), not

was Fully trained and capable of handling the professional and technical subjects, -. I

- 95. In 1975, when the Unesco m r t s arrived at the RTCA, instructional activities took place in rooms formerly used as offices by the library staff, %m such rooms were temporarily coxverted for use as archival lecture rooms. By the end of 1976 the BTCB re-located its major instructional programme at the new wing where class-rooms, library and laboratory had been constructed along with a few offices for the staff,

96, vation equipment obtained through Unesco, The question of obtaining supplies locally proved a great obstacle, and ordering them from abroad involved long delags, One of the workshops scheduled in 1979 had to be cancelled at the last minute because the microfilm rolls, chemicals and repair paper failed to arrive. This difficulty was partially solved by obtaining some supplies in bulk through Ullesco, But as storage facilities were inadequate, there was a possibility of deterioration of films and chnmic~s,

Slowly 8 well-equipped laboratory took shape with the reprographic and preser-

97, The Librarg of the RTCA is fbctioning fairly well and has the basic inatractional material, It is serving the needs of the RTCA, but it should a w i r e jonrmls and periodicals on a regular basis, With the termination of the oMDp/fJ.nesco support, the DLAS should undertake the responsibility of replenishing the stock,

Specific Achievements

98. em%saged by the project are as follows:

. Some of the specific achievements that .correspond to the immediate objectives

99, A ftiU diploma programme in archival studies of 12 months' duration for gradnate students with a bachelor's degree from an accredited college, or equivalent qualification, was instituted, A regular syllabus, schemes of work, student bdouts, course guides and other instructional materials were prepared, In addition to the theoretical instruction,the writing of essays, tutorials and practical exercises were ixtmduced, so that on their return the professional staff could undertake archival activities with confidence in their own institutions, The RTCA followed the University r e e t i o n s with regard to admission, orientation programme, and examinations. Erternal. moderation, as prescribed by the University was instituted, for both parB I and If of the Diploma examination,

700, qUaJnzs in 1977/78, integrated courses with the library students in the basic principles of IIlanagement, conservation and reprography and information science viere introduced. This made possible the teaching of the latest methods of retrieval, ezploitation and management of resources which are held in common with other branches of the ind~stry, and also facilitated economic use of scarce teaching skills. A special course in the administrative history of Cormnonwealth Africa was introduced to replace the courses in the general history or the political institutions of Africa.

(*) the fourth had not yet returned from a fellowship,

I

In a radical reassessment of the content and structure of the Graduate Diploma

- 21 - 101. Some of the projects produced as Part I1 of the examination achieved a high degree of excellence. Copies were kept in the National Archives, the Balme Library of the University and the RTCA so that f'ull admatage could be taken-of the new "finding aid" programme (see Appendix F-2).

102. A Certificate cowse for the non-graduate trainees was introduced. The course lastedfor nine month and proved an instant ~uccess. In the first two years, when UNDP fellowships were aded,mostly to the graduate students, Ghana, which has a government b u r s w system of student training, took full advantage of the course. Students axe normally expected to be sponsored by employers who include many types of organizations (both within Ghana and from other countries): banks, public corporations, universities, etc. From 1976/77, more and more foreign students started enrolling, with the result that in 1980/81, out of 17 students, 12 were from outside Ghan;r.

103. A special syllabus suitedto the needs of undergraduates was prepared. The handouts and other instructional materials were written in simpler Ehglish, More emphasis was placed ox practical work. Fur example, records management practicals were conducted with regulax proformas, using government offices or University regist= archives. S w a t i o n exercises were given in preparing various types of lists and indexes and arranging of records by provellitlzce.

104. students-were encouraged to take English laslguage classes during the first few weeks of the term, so as to bring themselves up to the Ertandad of their other colleagues.

105. .on the lib- side in genera3 office administration, conservation and reprography. Intensive practice was even to the students in repairing damaged materials by modern and traditional methods of repiir, and microfilming and developing films aad reading them on the microfilm reader.

106. was the introduction of a third course, the Non-6- Diploma in Archival Studies, which started in the 1979/80 session. The 12-mrrnth course is intended to up-pade the qualification of Certificate holders in Archives Administration. As the course is non-residential, it has not been possible so far for foreign students to enrol, but former students of R N A from neighbouring countries axe expected to participate in future years.

Fallowing the Eiversity regulations and orientation progremmes, some foreign

The Certificate Course students took combined courses with their counterparts

An additional activityto those specified in the project's immediate objectives

107. One of the immediate objectives of the project was to organize special training of tm months or more for technicians in archival preservation, restoration and reprography. When the contributions of intemational consultants in these two fields of instruction beaame a regular feature of the RTCA programme local technicians from the National Archives and University Library were often invited to attend the theoretical and practical prograr~~mea offered by the consultants, But often the number who attended exceeded all expeotations. So, in 1979, it was decided to mount a special two-onth workshop for technicians from all over the region. The response was extremely good but the workshop had to be postponed as the supplies and chemicals needed to demonstrate the various techniques failed to arrive in time, %,in 1980, when the two Unesoo consultants were invited to come together from India for

- 2 2 -

- - six weeks each, they were requested to bring all the reprographio and restoration/ preservation softwaze with them, so as to enable the ILTCA to mount a reallyuseftd

- wrkshop prograrune. &vitation8 were sent to tecbnioians both nithin the couzltxy ani without, But, due to accomnodation problems, few techioiaas fiom outside turned

- np- Hevertheless over bo students and teohnicians eventually participated, It was one of the most BuCCeSSftd WOrkShOpS the Centre had mnnted, with the consultants and their understudies - the counterpart staff - demonstrating preservation and reprographio techniques,

108, Although the p j e c t document and the initid qeement were signed only by the Government of Ghana, and m, it was understood by all the participating cormtries that the Centre was to become an autonomous regional institution %der the respective laws of the MemBer States'*, The Advisory Council at its first meeting .vas to %xamine wags and means by which a m y autonomous regiollal Centre trill be established within three yeass of the cornencement of poject activities under ~uF~2/07l% W n that stage was reached, the policg, programme activities, operating badget, the Centre's buildings and facilities were to be subject to the o v d l supervision and control of a fully responsible Governbg Council, representative of all the Member States of the Centre, The status and constitution of the Centre, including the fornplla upon which the financial contributions of Member States to the Centre's budget were to be determined, were to be embodied in an international agreement which was to be ratified by the Member States before the cessation of iaternstional co-operation under the aforementioned inter-cotmtry project,

..

109, of the Advisory Council were held in May 1976 and Mag jgn, Though the text of the Internationsl Agreement trhich was to govern the autonomous regional Centre was agreed to, only four countries ratified it,

In ptrsait of the f d h immediate objective of the project, ttlo meetings

110, training being imparted and wished the Centre to coxrtiwe to serve the region, the majority p r e f e d the host cauntr~ to a s m e ftdl financial a d administrative responsibility when the UN assistance ceased,

It seemed that whereas the prticipating countries were arttisfied with the

111, The Egeccttive Commfttee at its meeting held on 26 June 1979 decided that since all efforts to internationalize the Centre had failed, the Ghana Government should be requested bg Unesco/blDP to take over the project. A communication to that effect was sent to the Gowerrrment by UNDP with the concurrence of Unesco in April 1980, and by June 19W the Government had f o d u agreed to a s m e full responsibility of the Centre,through the agency of the University of G a p from 1 A p U .tgSl. Gttrtherm~~~, the University agreed to continue to cater for foreign students, . 172. objective of establishing an autonomous regional institution of training under the joint auspices of the participating countries, it has achieved an acceptable compromise by converting the RTCA into a national project with regional implications.

It d d thus appear that though the project has failed in its immediate $

- 2 3 -

VII. COHTRIBUTION To UllTG-RAl?GE OBJECTIVES

113. One of the primary long-term objectives of the project IJ~S %o assure on a regular basis genera3 and special archival training at all levels within the region 5n- order to provide the participating countries with the required professional staff". This criterion has been more than realised inasmuch as the training provided is at three levels, and the students graduating from the Centre will have the requisite expertise to take up responsible archival positions in their o m countries. The staff and the physical resources of the Centre have been so developed that it is completely viable as it has achieved self-sufficiency in training, research and consultancy services.

114. While the status of the Centre as envisaged in the project document, Ita completely autonomous institution to be accorded regional status under respective laws of the DIember Statest', may not have been realised, it will continue to admit students from the English-speaking African countries, The University of Ghana is known for its liberal traditions, and because of its high standards of teaching and research,the lack of regional status of the Centre will not militzte against its basic activity of providing fully trained personnel for African archival institutions,

115. (excluding the academic ye= 1980-81) 27 professional archivists, 65 para-professional staff and one undergraduate diplomatetall of whom would be capable of-executing their professional duties independently. Although detailed figures are not available, a cursory survey indicates that most of the graduate diplomates have either taken up senior positions in their ovn countries or been atmded higher status by promotion. Several certificate students reported accelerated increments and other monetarg incentives as a r e d for time spent in professional training and acqairing technical skills. Indeed it is very exhilarating to see young archivists recently trained at the RTCA representing their m t r i e s at international asd regional -hives forums.

116, sunlight, dust, insects, acidity and other atmospheric pollutants all contribute to the decay process. As this 18s the biggest problem facing African archivists in particular, the project document emphasised the need to promote and encourage research in archivology, particularly with regard to the conservation of archid materials under advase climatic conditions.

As mentioned elsetrhere in the report, the RTCA produced in five yeess 1975-80

.

Paper deteriorates rather rapidly in tropical climates. Heat, Inunidity,

117. the mject very wisely made the accomplishment of this objective a longcrange one. What has been achieved for the present is that a conservation/restoration laboratory, with some of the latest equipment, supplies and chemicals, has been setup. In addition, a member of the staff has been trained to undertake research and training, The immediate needs of the Centre in this respect are being fulfilled, but the search for solutions for the many problems facing Africvl concmtionists is a long-term activity which should be taken up as more experience is @ned.

Since research of this kind would require time, resources and equipment,

-24-

t18. was quite substantial. Considering the lad. circumstances and restricted availability of staff for most of the duration of the project the research output 158s commendable. Xenibers of the staff were M t e d to vasious international conferences &ere they presented research papers and contributed to the discussions. Some undertook advisoq ass-ents. Ebr further details, see Appendh F.1.

tl9. The concept of archival institutions as service agencies to the anminiatration has not yet been fully accepted in the developing world. Yet provision of archival service is a basic prerequisite of modern states and no government can afford to be wfthont it. The Archival Training Centre was established in Ghana to promote in the region azchivdl conscionmess and an awazeness of the need to preserve records for purposes of public administration, economic and social development planning and scb,olarly reseaxch. Thraugh the provision of trained personnel to the region's national archival establishments and records management servicegthe project is expeoted to ham an important influence on administrative efficienq and on the systematic planning of economio and social development in the countries concerned.

Research mrk conducted by the staff on the general aspects of archivology

*

120, of scazce national resources. lzlis wuld explain the &ow rate of expansion in archival institutions, and the consequent low demand_for training personnel. The situation is expected to change in paxs to come. Already there appears to be an increasing awa3.eness of the value of archives and the need to preserve them scienti- f i w . The demand for trained staff d l grow as more archivists demonstrate tbir expertise the impoIrtance of these s d c e s , a c h axe store-houses and data hazlks of aseftal. Mornration. RTCA could indeed become the most significast factor in bringing aibout ax archid *naiss-&ce in mica,

At psesent,archives offices seem not to enjoy priority in the apportioning

General conclusions

121. Increasing awareness of the value of National Archives may lead to upgrading them on the national priorielist and encourage govements to make more resources aailable for their expansion. At present there is a rather uneven level of archival development from Coutltrg to countrg, Some have purpose-built, well-equipped azchival htfldings; others have had to make do with temporaq and inadeqnate accommodation, Same have sophisticated legislative framewrk in which to operate, others do not have even the rudiments of leeslative backing. But despite these imbalances in the region, there appears to be a growing avareness of the need to preserve the national heritage, and to make it generally accessibfe to the user plblic,

1a. Though government records are not created specifically to provide materials for historical research, by their very nature they become one of the most valuable tools for that purpose, %s the role of National Archives as the store-house of mumaterials of historical research is of great importance to developing countries. To k h a x e the effectiveness of economic and social development programmes vital to the many emergent countries, efficient record management is absolutely essential to enable Governments to maintain continuity in policg, achieve mzuAmm utilization of previous relevant experience, and avoid'unnecessq duplication of cost1;t a d time'- conwtming effort,

1

- 25 - 123. In developing countries, &ere plblic administration is being reorganised to meet the present-day needs, an active archives and record management organisation under -ic professional leadership could play a most userul role in national planning development. No more is the view acceptable that archives are costly luxuries and need be given no priority by the fiscal authorities.

- - - - -- -

- . .- .

124. objective is to be achieved. Only if sufficient trained &a# is available, can national and l o d archives be expected to serve their purpose in a satisfactory mamer. Archivists pplst be accorded status appropriate to their qualifications and responsibilities; in the past the low status of some archival posts has proved detriment& not only to the archival profession as a *le, but also to the archives and records masagement prograsrnnes and to public administration.

The training of azchiwists mst a s m e primary importance if the foregoing

125. As the students cone to the RIGA from countries with vasging degrees of a.rchiva3 awareness the classes tend to become uneven and ill-balanced. A great initial effort bas often to be made to raise the genera3 level of understanding and acquaintance of the stadents with the rudiments of archival mrbjects. Another complicating factor is that not all the students coming from English-speaking Africzn countries have the same fluency in the lasguage. lhr Certificate students, since they are entering the University for the first time, the kiversity has instituted language classes for 2 - 3 weeks at the beginning of the academic year.

- 126, tab0 went thrau& the post-muate diploma curriculum &XI the five years 1975-80, there was only one outright failure, one drornut, and two partial failures who failed to submit their project work as F%rt I1 of the diploma examination. As for the 65 Certificate students, none failed and one pssed with distinction.

127. 5 s it cap be said that the training programmes offered at the R W A are adequate, relevant and ubeful. The grounding givenin the theory aad practice of archives administration and records management is so thorough that students returning home can carrg out independently and competently the many specialised aschiVal tasks. The fact that so many RTCA students, both graduate and certificate, &re holding responsible posts in their country's services, confirms the efficacy of the training w o m e a

ha t 3 x a ~ ~ ation results of the IlTCA speak for themselves. Of the 36 students .

,

128. The fact that fewer students take admartage of the graduate diploma course does not militate against its need and usefulness. In the first tvm years, when group training fellowships were available, RTCA had classes of 11 and 8 graduate Stadezrts, It was the sudden ending of goup training from 1977 that drastically reduced the number of graduate students, But recruitment improved later. Some countries sent magp certificate students but no graduates because the latter apparently have the option to go to m o p e , the Ullited Sates of America or India, and maay prefer to do so. But as BTCA gains experience and becomes better horn, the countries in the region vfil realize that the Centrels courses are more relevast to Africa's needs. The RTCA is the only institution of its kind in Africa and the Arab world, imparting archival training not only at post-graduate but also at undermuate levels.

'

'.

,.

- 26 - t29. . Development and improvement of the National Archives of Ghaaa should be s concern of everybody in the country. Of late the Archives have introduced a laudable programme dbected at arousing the interest of policy+nakers and the genera3 public in the need to manage records poperly. A seminar entitled 'The Guidelines on Records Management" was arranged in December lg8O. !The seminar t~as opened the Honourable Minister for Presidential Affairs, and judging by the number of axchivista who participated in the *-long semimr and the discussion it provoked, it was indeed a great success, The BTCA assisted in the venture by EBJ.ticipating actively in the proceedings,

?3, As the national archiva3 establishments in Africa gain in importance, there will be a corresponding eqansion of personnel and that in turn will accelerate the demand for trained professional staff. This eventuality will be tackled confidently by the RTCA in years to come.

-

n?. Of late there has been an alarming tendency on the part of Ghanaian staff a d H a t e students to migrate to neighbuurging countries for more lucrative gosts, Izl fact, a number of studelrts sent on University fellowships have failed' ta return. The non-return of the RTCA Unesco fellow from the United Kingaom is a case in point. This has resalted in the University closing many departments for Ia& af teachers, If this trend contirmea, it will affect the EL'PCA. On the Lib- si&+ the DLAS has already lost a professor and a senior 'lecturer.

Becommendat ions

132. of Ghana has been established, a few specific suggestions are proffered with a viewto mtking the training institution more effective, and whi& are also in consonance with the stated objectives of the project. The recornendations that follow relate firstly to the training centre and the students and s e c o w to the staff of the centre.

Whilst a sound base for the training of archival personnel at the University

W i n i n g Centre and Students

13L The most important teaching aid in the teaching of zrchival subjects is the possibility of camying out practical work under skilled supervision in ag archive repositoq. While the arrangement exists in Accra, there is no or,anised system whereby the students could spend practical periods in the repositoq. The difficulty involved in arranging practical sessions is compounded b.y the fact that there is no trained staff at the National Archives tlho could devote their spaze time to the supervision of the practical assignments of RTCA students. It is therefore reconmended that until m c h time as the Xational Archives is able to offer this facility the teaching staff of the RTCA should spend more time with the students a& the Archives. This could be done once a week on a regular basis in the afternoons when the students have some time free,

1%. exist at the Centre it seems a suitable place for imparting training to students and to technicians, There is along-standing proposal to transfer all the equipment Gquired under the project to the National Archives of ffham when the annex to the

experienced staff and the personnel at present available there would not be in a position to use the sophisticated equipment of the RTCA, nor to train students in its use, Mhermore, the National Archives m e 13 kilometres from the University and would be difficult for the 60 or more students of the libraw and aschival classes to reach. So considering all the facts it is recommended that the laboratory with all its Unesco/bNDP-provided equipment remain at the Centre.

735. facilities be improved and augmented and converted into a demonstration centre where National Archives, R E A and the University of Ghana can pool their resources and c- out research in tropical azchivology, train technichns and other sub-professional personnel in the handling and use of equipment (microfilm cameras, projectors, readers, processors, laminators, etc.), and provide information to other archival

As reasonable facilities for practical work in conservation and reprography

old building has been completed, The National Archives a3.e extremely short of .__

’

Another possibility that should be considered is that the present laboratory

establishments in the region.

736. whilst the RTCA should concern itself primarily with professional training at post-graduate and certificate levels there is a great need for training technical, staff in the specialised fields of reprography and preservation/wnsermation. The short-term training imparted as pasct of the regular course is a kind of familiarisation exercise which the archivists as managers need to know, But the training of technicians would be beyond the resources of the RTCA. It is recommended that such training should be the responsibility of individnal archival institutions; the RTCA could assist them occasionally by mounting workshops of 1 - 2 months’ duration. Such wrkshops

. could be held away f’rom RTCA at vermes-where. suitable facilities and equipment are attailable,

.

13’7. The holding of a series of staff-student sem-s and symposia on the nature of archives, development of a;rchiva.l concepts ani principles, archival legislation, archival ethics and security, expert control of -hives, pre-azchival records control (which includes all aspects of paperwork management from the record- generating process to the point at which archival custody is formally assumed), etc. should become a normal feature of the activities of the RTCA.

138. firstly for their o m information needs and secondly in order that they can appreciate the resources of other kinds of institutions in rhich their clientele may also undertake research. These include libraries, museums, galleries, information centres, learned societies and so on, Particular attention should also be paid to other documentzuy sowces of information, especially non-book forms such as microfilms, mamscripts, maps, pictures, audio-visual materials, magnetic tapes, etc. Visits to such institutions should form a regular pa& of the training course.

Archivists need to be a w e of sources of information other than archives,

I

- 20 - 139. given to the students at the commencement of lectures. A system should be evolved whereby students can buy their own books. As it is, there is a great drain on the resources of the Centre, and very often books have been lost,

t40, During ita sir years' existence RTCA was able to arrange for educational visits to Kumasi, Cape Coast and other regional depots of archives. The visita should be continued and perhaps ertended if finances permit.

Detailed course outlines and lists of texts and reference books s h d d be

tqt. e& year, depending on the availability of acco~rm~dation. In 1980/81, after intense lobbying, the quota was raised from 6 to 15 seats for Certificate students, while for the Graduates there w a ~ ~ no reetriction, Eventually it' was possible to admit 17 Certificate students. It is strongly recommended that RTCA be given at least 25 firm places so that all foreign students who apply can be admitted. It would then be possible to advertise the courses more widely and thus encourage participating countries to sponsor more studentso

llhe University has been firing quotaa for student admissions on an -- ad hoc basis c

142, It uould'facilitate movement and make possible the commissioning of the processor, which needs a water connection.

A door must be cut in the d l separsting the library f k m the laboratory.

143, little time to undertake original research. But,despite that, a beginning has been d e , A post-graduate institute such as R W A should undertake research into archival and other relevant matters, aad make known its findings. It is an important part of the project that the centre should as rapidly as possible establish aa academic and practical reputat.ion. l!he staff should serve to raise professional standards, develop professional methods, stimulate professional thought and encourage effective profes- aional activity,

The staff at the RWA, because of the pressure of teaching work, has had

144. archival heritage, But public concern should be nudged and encouraged a little. more. The staff at the RTCA could help in this direction by writing articles for the news- papers, getting radio and television coverage for aschives and afianging prblic lectures and seminars so that Svernment and general public come to appreciate the usefrrlness of archives.

There is a perceptible awakening of interest in the preservation of Africa's

145. by the staff until such time as a library assistant capable of providing fill-time sapervision has been appointed,

146, Practical training of 3-4 months in the United Kingdom for a member of the RTCA staff was to have started in late lgS0, But due to the decision to terminate the project by 31 Xarch 1981 the training had to be cancelled. It is recommended that this training programme' be implemented,

147, another diplomate of the RTCA,who completed the post-graduate Diploma cuurse with very high marks in the 1979-1980 session, may be appointed as lecturer after he completes his MOA. course.

The library should continue to be kept in the Director's room and serviced 'f

\-

If the lecturer who wa,s being trained at SOAS, London, does not return, then

- 2 9 -

Unesco Experts and Consultants

. . .. . -

Country of Origin I Field of I Specialization Duration of Contract From TO

Cook, Michael

Keswaai, DOC. (Miss)l

C o d t m t 8 1975-1976 Davies, John

Leisinger, A.

1977-1978 Keene, J.A.

Daviee , John

1978-1979 Bax, Marsret

Keene , J~L.

1979-1980 Bas, brgaret

Gupta, ROC.

Kishore, R.

United Ifingdom

India

Malapia

United States

United Kingdom

Vklaysia

United Kingdom

United Kingdom

United Kingdom

India

, India

Senior Escpert in. Archihl Training

Conservationist

Repro graphist

Repro graphist

Conservationist

I I

m i c a n Adminis- trative History Repropphist

African Adminis- trative History Reprographist

Consemrat ionist

05-76 - 06-76 (5 weeks)

07.76 - 07.76 (3 weeks)

(+) Ih chronological order of date of arrival

- 3 0 -

L

Name (*)

Teaching Staff Akita, J.M.

Agyei, S.K.

Adamu, Gizachew (Ethiopia)

h a h , A. (+) ..

Integrated Courses (University staff) Amah, SA.

FOSU, D o

Nartey, B.

Woode, E.A. (&So)

Administrat ion ~~ ~

Lartey, Go (Miss) AWukU-DaskO J o

Missah, A o K o

Agyeakwa, J.K.

Counterpart Staff

Position held and Subjects taueht

Senior CounterpejYt/Ag. Director Dept. of Library and Archival Studies (Records magement) Lecturer (Archives Administra- tion and Conservation)

Lecturer (Records Management ; Africazl History a,nd Repro-

Lecturer (Administrative History and Archives Admin.)

graphy)

Senior Lecturer (Management Studie 8) Lecturer (Secretaria Mctice) Lectarer (Informat ion Science) Lecturer (Research Methods)

Administrative Asst. Technical Assistant Driver Grade I ~essenger/~leaner

(+) Alphabetized by surname (+) Has not yet reported

~~

Qualifications

MOA. (Cantab); Cert. Arch. (London)

MOA. (Ghana); Dip, Arch. (New South Wales); Cert. Conservat ion (Halays ia) MOA. (Ghaaa); Dip.Arch. (Ghana); Cert, Repro- graphy (India) #.A. (London) ; Dip. Arch, (Ghana)

MOA. (Ghasa); M.S.S. (The Hague) ACIS, I0 Insto AH0

MO Sc . ( Cleveland) ; Dip. Computer Science (Ghana) M.Sc. (Gba); Info Sc, (London)

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- 40 - APPENDIX F.1

List of Paperfi, Reports etc. read or published by RTCA Staff

M r o I e G o Cook

Archives in Nation-building 1975 Report of Project Progress and Prospects 1976 Archives and Primasg Sources in Education: Suggestions for Development in Ghaaa A Role for University Libraries in West Africa in the Field of Archives On being an Archivist In a Developing Country - Inter-developaental lecture Seasch Potential in Archivolo(=y with reference to Developing Countries An Outline Programme for Establishing an Archives Service in a W l or Intermediate Corporation

Miss DOG, Keswani

Documentation Practices - A Retrospect Report on the Regional 'llraining Centre for Archivists - Gha,na Publication Programmes in an Archival Institution General. Prospectns of Courses at the RTCA Syllabus of Courses at the RTCA Acquisition Policy of an Archival Institution in Developing Countries Archival Sources of Indian Ocean Countries Nodel Curricula for the In-service Training of Sub-professional Personnel in Archival Institutions in Third World Regions

Mr. J.M. Akita

1976

1976

7976

1977

1977

1976 1977 7977 1977

1976-81

1978 4979

79 80

Modern Records Apprsisal - Policies and Processes Report on Consultsncy Mission to the gamibia Institute in Insaka 'Some Thoughts on Major Issues Raised at the VI11 International

't Congress on Archives Regional Training Centre for Archivists Report on Consultancy Mission to Uganda National Archives Records Management and Appraisal of Records

1 1

1975

1977

-0 S Z o Agse i

- 41 - APPENDIX- F, 1 ( Cont td.)

The need for Proper Presemration of Materials in Libraries and Archives

M r o 0, A b

Report on his training in India

List of Post-Graduate Dinloma Pro3ects

1975/1976 ._

c J.I?,A. Adamafio (Miss) Inventory of photographs - British Governors of the Gold Coast 1822-1956

, ROBI Adeosun

M,Oo Ali (Mrs)

B, m e w

A descriptive list and sources of materials relating to the Cornittee on Constitutional Reform in the Cold Coast - The Courssey Cornittee - 1949 A preliminary guide to the Record Group: Administration, Class Nos, 1-20 The Records of the Registry of the TJniversity of the Gold Coast, 194861

COB. Asangweo

Jd, Gbuubi

A list of records in the National Archives of Gkna relatingto the Northern Territories of the Gold Coast A Calendar of the Archives of the Central and Western Provinces of the Gold Coast Colony , 1913-1923

Memorsnda, etc. in the Colonial Secretary's Office, Gold Coast Colony, 1924-7948

F, Mpomulekule !!!he blande Commission Records MO Mpsembi Descriptive list of the 812 Archives E.0. Unuigbe ' Records relating to John lensah m b a h in the Ghana

National Archives - a descriptive list

' F.E. Khaytuidi . Descriptive Inventory of Achimota Papem, Minutes,

-

Yo Gyase-Yeboah .

Records of Mission Schools and other schools in the National Archives - a descriptive inventory A descriptive list of =chives &om the Chief Secretary' s Off ice dealing with police matters, with particular reference to deportation and extradition in the National Archives of Ghana - 1930-55

4 IC, Koedoyoma. A descriptive inventory of the records selected from the Secreta;ry for Native Affairs'Papers of the Native Administration of the Gold Coast Colony, 1927-1944

#* Ic,-owasu ..

A survey and d y s i s of the records of the Bculty of Law, University of Ghaaa,with a biographical register on past and present faculty members

I

..... .

- . G e Adaan;t

,M. Lekauksu (Mrs) . . - - -. .

.- .I_ - -

R. Mollel (Mrs)

A survey of some of the Archives of the Accra Town

A descriptive list of some of the sources in the Archives of Secretarg for Native Affairs in the NatiohaJ Archives

Council 7920-1947 . .

of o h , documenting traditional political A descriptive list of Amhives of Ghana

A Descriptive List of

the impact of colonial rule on the institutions in Ashanti ( 1900-1935) the Bannerman Papers in the National

the cocoa industrg records

!&e Gold Coast Estimates in 1877 - 1970

I

I

'r

A list of the Colonial Secretary's Office, Mimtte papers in the Ghana National Archives 1830-7874 A descriptive list of some of the sources of the Basal Hission of Ghana concerning Accra asd Nsaba in the National Archives of Ghsnx (I828 - 79 17) A descriptive inventorj of records relating to the administration of the Northern Territories 1900 - 1951, Selected from Class List of Regional Office Records (formerly Chief Commissioner's Office) Taaale gDbI 56/1 The Jiagm Commission Records 1866 - 7969 A descriptive list of Hate Kole Papers in the Eational Archives of Ghana A descriptive list of the records of the Timber bdustrj of the Gold Coast in the National Archives of Ghana

A descriptive list of 8ome of the Records of the Mining Companies in the Gharm National Archives (1930 - 1934) A descriptive list of some of the Records relatin to Asante History in the National Archives of Ghana ?I896 -

(193 - 7950)

79%)