National Occupational Standards in Translation Pedagogy & Translation event University of Salford 26 January 2007 Gill Musk Senior Development Officer CILT, the National Centre for Languages

 Centre of expertise for languages  Standards Setting Body for languages  Subject Centre partner  UK and regional networks  Awareness-raising with employers to stimulate demand  Work with providers and professionals to improve supply “promoting a greater national capability in languages and intercultural skills”

National Occupational Standards  Devised through consultation with: –employers, practitioners, education / training providers, awarding and professional bodies  Set out as statements of: –what you must do to perform competently –knowledge and skills needed

CILT’s Standards  National Language Standards (2005) –aligned to CEFR –applicable to all languages, including BSL  Interpreting Standards (2006) –consensus across the spectrum: conference, public service, business, spoken and sign language  Translation Standards (due summer 2007) –currently under review –will feed into new Graduate Apprenticeship Framework

Uses  Indicate skills needed to enter a profession or perform a role, as e.g. : –a reference for potential new recruits –an aid to employers in writing person specifications  Promote good practice  Help practitioners identify areas of strength and weakness in own performance / opportunities for CPD  Inform design and delivery of courses, qualifications

Translation Standards and HE  Issue of work-readiness of new recruits –FCO/CILT Workforce Development research, 2004 –Langlands, 2005  Shortage of native English speaking professionals

Key issues emerging from consultation (1)  Producing translations which are fit for purpose –Understanding the client brief –Understanding the business context –Domain knowledge –Formatting and layout

Key issues emerging from consultation (2)  Project/task management skills –Effective communication / relationship-building skills –Negotiation of contract conditions, timelines etc –Quality assurance mechanisms

Key issues emerging from consultation (3)  Levels of performance and how to define them –Routine / complex tasks? –Linguistic and transfer skills?

Gateways into Languages  DfES funding to address issues raised by Langlands  Strand 2: development and trialling of a Graduate Apprenticeship Framework for translation students undertaking work placements, comprising: –Learning framework –Student portfolio –Guidelines for tutors, company mentors and students

Next steps  Focus groups late February / early March  Telephone interviews To take part, contact: or