results of wp4 survey iceland, ireland, norway, uk fileresults of wp4 survey iceland, ireland,...

http://www.translator-training.eu/ Guildford, Surrey, 20 September 2011

Results of WP4 Survey

Iceland, Ireland, Norway, UK

Gauti Kristmannsson, Dorothy Kenny, Sunniva Whittaker, Margaret Rogers


Optimising Translator Training

• OPTIMALE (Optimising Professional Translator Training in a

Multilingual Europe) is an Erasmus Academic Network involving

70 partners from 32 different European countries (including 27

within the EU).

• OPTIMALE will monitor the changing nature of the translation

professions in the age of the internet, social networks and

increasing automation. It aims to act as a vehicle and stimulus

for innovation and high quality in the training of professional

translators.


WP4

Monitoring market and societal needs & professional

requirements relevant to translator training

• Questionnaire survey mapping the views of employers on current

needs relating to competences

• Series of workshops bringing together Language Service Providers,

freelancers, professional organisations and trainers.

• Workshop report + synthesis report

WP leader: University of Alcala

Contact: Carmen Valero Carces, [email protected]

http://www.translator-training.eu/optimale/index.php?view=article&catid=5%3Aworkpackages&id=14%3A4-monitoring-market-and-societal-needs-and-professional-requirements-relevant-to-translator-training&tmpl=component&print=1&layout=default&page=&option=com_content&Itemid=18

http://www.translator-training.eu/optimale/index.php?option=com_mailto&tmpl=component&link=6e1590cf1c001f6b1ea965ec814eb819b67f4030

mailto:[email protected]


ICELAND


IRELAND


NORWAY


UK


Slide 12:

Main Working Languages / Language

Directions


Slide 13:

Rank Order of Essential and Important

Skills for Each Country


A quick look at quality issues from the perspective of the Quality

Assurance Agency (QAA) regulating Masters programmes

in the UK:

• No specific benchmarks for translation.

• Generic descriptors have to be ‘translated’ into a curriculum,

consisting of modules with a range of teaching/learning and

assessment methods for specified ‘learning outcomes’.

• QAA criteria are a crucial part of (re)validation processes for

Masters degrees.


Master's degrees are awarded to students who have demonstrated:

• a systematic understanding of knowledge, and a critical

awareness of current problems and/or new insights, much of

which is at, or informed by, the forefront of their academic

discipline, field of study or area of professional practice;

• a comprehensive understanding of techniques applicable to their

own research or advanced scholarship;

• originality in the application of knowledge, together with a prac-

tical understanding of how established techniques of research &

enquiry are used to create & interpret disciplinary knowledge;

• conceptual understanding that enables the student to evaluate:

– critically current research & advanced scholarship in the discipline;

– methodologies and develop critiques of them and, where

appropriate, to propose new hypotheses.


Typically, holders of the qualification will be able to:

• deal with complex issues both systematically and

creatively, make sound judgements in the absence of

complete data, and communicate their conclusions

clearly to specialist and non-specialist audiences;

• demonstrate self-direction and originality in tackling

and solving problems, and act autonomously in

planning and implementing tasks at a professional or

equivalent level;

• continue to advance their knowledge and

understanding, and to develop new skills to a high

level.


Holders of the qualification will have:

• the qualities and transferable skills necessary for

employment requiring:

– the exercise of initiative and personal

responsibility;

– decision-making in complex & unpredictable

situations

– the independent learning ability required for

continuing professional development.


Thank you

for your

attention

and ideas

Source: en.wikipedia.org

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