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close this book The impact of RAMP studies in the field of education
View the document Preface
View the document 1. Introduction
View the document 2. Methodology
View the document 3. Studies held in and referred to by vocational institutions (appendices 1 and 2)
View the document 4. RAMP study quality, relevance, and availability (appendices 3 and 4; Appendix 5, question 8).
View the document 5. RAMP study circulation and content dissemination (appendix 5, questions 6, 7 and 9).
View the document 6. Vocational applications of RAMP studies (appendix 5, questions 10 and 11; Appendix 6).
View the document 7. Studies of interest, outdated or incomplete (appendix 7 and 8).
View the document 8. Topics suggested for future RAMP studies
View the document 9. Comments and recommendations
View the document Notes
Open this folder and view contents Annexes
View the document Bibliography: RAMP studies surveyed

2. Methodology

The information contained in this report was gathered by means of a questionnaire (Appendix 9), which was addressed in either French or English to the directors of 35 schools of archival or information science affiliated with universities or, in a few cases, to archives agencies or bureaus. Twenty-three institutions (including our own) or 64% of those surveyed provided a response and are listed below.

Western Europe

France:

Stage technique international d'Archives, Archives rationales, Paris.

Germany:

Archivschule Marburg, Marburg.

Italy:

Scuola di Archivistica, Paleographia e Diplomatica dell' Archivio di Stato di Milano.

Netherlands:

Rijks Archievschool (Dutch Archive School), Den Haag.

Portugal:

Curso de Especializaçao em Ciências documentais, Facultade de Letras de Lisboa, Cidade universitaria, Lisboa.

Spain:

Facultad de Documentación y Traducción, Universidad de Salamanca.

Switzerland:

Ecole Supérieure d'Information Documentatire (ESID), Genève.

Vatican:

École vaticane de Paléographie, Diplomatique et Archivistique, Citta del Vaticano.

Africa

Morocco:

Ecole des Sciences de l'information, Rabat.

Nigeria:

Department of Library, Archives and Information Studies, University of Ibadan.

Senegal:

Ecole des Bibliothécaires, Archivistes et Documentalistes, Université Cheikh Anta Diop de Dakar.

Tunisia:

Institut Supérieur de Documentation, Tunis.

Middle East

Israel:

Graduate School of Library and Archive Studies, Hebrew University, Jerusalem.

Asia/Oceania

Australia:

School of Librarianship, University of New South Wales, Kensington.

China:

Training and Education Centre, State Archives Bureau, Beijing.

Russia:

The Moscow Institute for History and Archives, Moscow.

South America

Argentina:

Escuela de Archiveros, Universidad Nacional de Cordoba.

Brazil:

Faculdade de Arquivologia - UFSM, Santa-Maria - RS.

Costa Rica:

Seccion de Archivistica, Escuela de Historia y Geografia, Universidad de Costa Rica, San Jose.

North America

Canada: (1)

Département d'histoire, Université Laval, Québec.

(2)

Ecole de Bibliothéconomie et des Sciences de l’Information, Université de Montréal.

U.S.A.: (1)

School of Information and Library Studies, University of Michigan, Ann Arbor, Michigan.

(2)

Graduate School of Library and Information Science, University of Texas at Austin.

A few other institutions located in three of the above-mentioned countries did not respond to the questionnaire. They are the Université du Québec à Montréal, in Canada (undergraduate certificate in archival science), the School of Library, Archival and Information Studies (University of British Columbia, Canada), the University of the People of China (Department of Archival Studies) and the Ecole rationale des Chartes (Paris, France). From the following countries we received no response: Botswana (University of Botswana, Gaborone), Ghana (Department of Library and Archival Studies, University of Ghana, Legon), Great Britain (School of Library, Archival and Information Studies, University College, London), Hungary (University Eötvös Lorand, Budapest), India (School of Archival Studies, National Archives of India, New Delhi), Kenya (Department of Archives and Records Management, Moi University, Eldoret), Mexico (Escuela National de Bibliotheca y Archivonomia, Mexico), Sweden (Curriculum on Archival Science, Fiskartorpsvägen, Stockholm) and Zambia (Department of Library Studies, University of Zambia, Lusaka).

Because of the difficulty for one person to assess such a large and diverse collection of reports, we suggested that respondents turn to library or professorial personnel for answers to certain questions. Answers to questions 1 through 5 were broken down by RAMP study, except for those provided by the State Archives Bureau of China and by the University of Texas at Austin, U.S.A.; these participants gave an overall positive appreciation of RAMP studies but did not elaborate. Answers may be found in Appendices 1 through 4, in which each RAMP study is designated by its author(s), followed by the corresponding PGI code3. Questions 6 through 10 (Appendix 5) refer to RAMP holdings as a whole. The figures discussed in the report were tabulated from answers received to a given question and may not represent the opinion of all 23 participants.

The categories under which the studies are listed in the questionnaire and in the charts appended express to some degree the fundamental themes governing PGI activities enforced by UNESCO. The first category of studies deals with policies and plans, specifically those geared to archivists or of general interest. The second group of RAMP studies addresses the methods, norms and standards enforced by RAMP, which we subcategorized according-to archival functions: surveys and appraisal; preservation and restoration; arrangement and description; dissemination, access and reprography; other functions (miscellaneous). A third and final category deals with vocational training.