National Competency Standards and Qualifications for Translating and Interpreting

PROJECT OVERVIEW

Background:

The Service Industries Skills Council, and previously Tourism Training Australia, the bodies responsible for developing the training system for the service industries, have been approached by various parties with view to developing national qualifications for translators and interpreters. Whilst there is only limited need for qualified interpreters and translators in the service industries, it was decided to take the lead in looking at this option which would be relevant to nearly all industries in Australia. This would build on work already done, which includes the development of competency standards for Languages Other thank English for the tourism industry.

Currently, translators and interpreters can become qualified through one of two ways: completion of an accredited course or accreditation by NAATI. NAATI, as the authority on translating and interpreting, has certain requirements which must be met by course developers. However, despite these requirements, there is little consistency between the different States and Territories as they are running their own Diplomas etc which are accredited courses and need to be periodically re-accredited. The development of national qualifications would mean greater consistency and would enable training and assessment to integrate with the current training system in Australia. It would also mean a closer relationship between training and the NAATI framework.

The current industry training system in Australia is based on nationally-endorsed qualifications based on competency standards (called Training Packages) which express the skills and knowledge required for various occupations. Training is then funded by the respective state governments. They are reviewed frequently but don't need re-accrediting. All industries in Australia are now based on this system. Translators and interpreters appear have slipped through the net as they don't relate to any particular industry or industry sector. Benefits of the training system include greater consistency and nationally recognised certificates, flexibility to meet the needs of industry and individuals, credit transfer, multiple entry and exit points, and government support for training.

Purpose:

The purpose of this project is to investigate the option of national qualifications for translators and interpreters based on competency standards which set out the skills and knowledge required. The project will involve:
· Developing a profile of the industry
· Determining industry skills requirements
· Drafting a proposed framework of skills and qualifications and suitable training arrangements
· Validating this with industry and relevant Stakeholders.

Timeframe:

The research (scoping) will take place over the next six months. Once the research findings and proposed skills framework are agreed on, it will be followed by the development of the competency standards and qualifications, national consultation and endorsement by the National Quality Training Council, hopefully by the end of 2005.

AIM:

Research and validate the structure of proposed national competency standards and qualifications and the market demands for the products.

Stage One:
· Develop a profile of the industry including the numbers of existing translators and interpreters, patterns of employment across industries and sectors, ie tourism, health, education, retail and public sector, indigenous and cultural areas.

· Determine the skills requirements (languages, context and levels) of industry and enterprises.

· Provide an overview of the existing arrangement for being certified as a translator or interpreter, the take-up and appropriateness of existing qualifications and NAATI accreditation, and any areas where unqualified people are used.

· Identify any skills gaps or modifications required to existing training arrangements to meet particular skills requirements, including those of Auslan and indigenous interpreters.

Stage Two:
· Establish the scope and structure of the proposed qualifications and competency standards, including the AQF levels to be covered and an indication of range of qualification outcomes.

· Determine the range of pathways and other entry-level training mechanisms.

· Determine appropriate models or arrangements for achievement of competencies and/or qualifications for particular interest areas or industry sectors, including through employment-based training and assessment only pathways.

Stage Three:
· Undertake research across industry particularly at enterprise level to validate the research findings, the appropriateness, scope and structure of proposed qualifications and competency standards, suitable training and assessment arrangements and the extent of market demand.

Stage Four:
· Establish the materials already available to support skills acquisition including the components already available, currency and status of that material available, the extent of any gaps identified and any subsequent new or redevelopment work required.