Education and training for records professionals

Abstract

Purpose This paper aims to explore the definitions of and the differences between education and training and the role of each in nurturing and supporting lifelong learning for records professionals: records managers and archivists. Design/methodology/approach General definitions of “education”, “training”, “competence” and “competencies” have been deliberately selected as an accessible starting‐point for reflection. Different models for competencies and the lack of consensus on what constitutes an appropriate competency model for the profession are considered. Findings Education provides new professionals with knowledge of theory of the discipline and helps them to explore current practice. It provides the information‐seeking skills and encourages a reflective habit that underpins independent lifelong learning. Training focuses on acquisition of specific skills and competencies necessary in the workplace. More is needed for a viable professional future; education for research is essential to the development of professional knowledge and for the survival of education programmes in universities. Practical implications Professional associations as leaders of opinion and practice have an important role in finding the way forward. Although competency standards are more appropriate for evaluating training programmes, professional associations which have embraced competency standards have attempted to use them to evaluate education programmes, but prefer not to consider evaluating training programmes and training providers. Originality/value This paper aims to raise awareness of the need to give appropriate weight to education, training and research to ensure that records professionals are known for high levels of competence as well as productive reflection and creative forward thinking.

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