ATC Conference - 20 Sept 2007: Meeting the translation market challenges

1. How was it for you? Success or failure for the Graduate Work Placement scheme perspectives from a student, a host company and university

2. ATC Conference - 20 Sept 2007: Meeting the translation market challenges M J (Chus) Fernández Prieto School of Languages The University of Salford Greater Manchester M5 4WT United Kingdom m.j.fernandez@salford.ac.uk www.languages.salford.ac.uk

3. Background Perceived gaps in translator training Findings of the report commissioned in 2004 by FCO language group and CILT Workforce research on interpreting and translation: 12 out of 28 employers “felt that new recruits had immediate training needs” (Schellekens 2004).

4. Background 2000 – 2003 The University of Salford and the UK Languages National Training Organisation (LNTO) developed and piloted a successful local GA framework to provide structured placements for MA students in translation and facilitate collaboration and partnerships between the Translation industry and Education. Results were very positive.

5. The new Graduate Apprenticeship Scheme Led by CILT, the National Centre for Languages in collaboration with ATC in partnership with six HEIs: Aston University Imperial College London University of Leeds London Metropolitan University University of Salford University of Westminster and five ATC members: ITR International Translation Resources Ltd. Roevin Translation Services Temple Translations Ltd. Transglobal Languages & Cultures thebigword.

6. Aims The new GA development is funded by the DfES under the Gateways to the Professions Development Fund. Gateways into Languages (strand 2) aims to: • increase the number of entrants to the language professions and to enhance their work-readiness. • develop and pilot a national model – a ‘Graduate Apprenticeship Framework’ – for work placements in translation companies.

7. The new GA Model The model will comprise: • a framework (calibrated to the revised National Occupational Standards in Translation - NOST) with guidelines for HE coordinators, company mentors and students • a student portfolio Development began in January 2007and will end in March 2008.

8. The new GA Model • will harmonise the existing systems of placements across HEIs and enhance them by providing a framework for the management of the GA placements with specific professional outcomes • Will strengthen links between HEIs, postgraduate students of translation and language service providers in the UK

9. The new GA Framework Placement length is flexible – it should last a minimum of 100 hours However, greater benefit is derived from placements of between 3-6 months or even longer Placements can be full-time or part-time. The GA coordinator at each HEI and the placement provider’s named student mentor are in charge of managing placements and supporting students according to a GA contract and learning agreement.

10. The GA Student Portfolio • represents a set of structured guidelines for placement learning. • provides a means of assessing students’ performance during work placements.

11. The GA Student Portfolio Portfolio provides elements of evidence of work experience and key achievements relating to: • Translation tasks • IT Skills • Project Management • Working Relationships

12. Graduate Apprenticeship Certificate The HEI will review the contents of the Student Portfolio and, after consultation with mentor and placement provider, will decide whether to award a GA Certificate. The Certificate will include a summary statement of the key achievements and experiences of the placement, together with information on the placement provider, type and duration of placement.

13. How was it for HEIs? • It provides a social context for the training of students in Translating. • Provides optimal integration of practice-based and academic learning. • Increases the employability of our students. • Provides useful links between HEIs and TSPs: increased awareness of developments in the industry and specific needs of employers. • Promotes development of new areas of training and research.

14. The Graduate ApprenticeshipHow was it for us? Liz Athey, Operations Manager, Roevin Natasha Williams, GraduateApprentice, Aston University

15. Introduction – why be a host? • Duty of our industry to support workers of the future • Strengthen links between academic institutions and industry • Raise company profile • An extra pair of hands! • Good for the company as a whole

16. Introduction– why apply? • Put skills from MA course into practice • Gain first hand experience of life in the translation industry • Find out how translators are treated by agencies • Add depth to CV • Get an overview of all aspects of the business

17. Dos and Don’ts – Host perspective • Interview your Apprentice • Be prepared to allocate appropriate resources • Make your Apprentice feel part of the team • Allow your Apprentice to get their hands dirty!

18. Dos and Don’ts – Apprentice • Think about the kind of organisation you want to work in • Be prepared for anything! • Be prepared for a steep learning curve • Maximise opportunities to learn “on the job” • Think about skills areas to develop • Keep a record of tasks • Be prepared to get a bit stressed out!

19. Don’ts – Host perspective • Let your Apprentice get bored! • Be afraid to give them access to material • Expect miracles • Treat your Apprentice as a stereotypical work experience student! • Underestimate resources required • Worry if things don’t go to plan!

20. Don’ts – Apprentice perspective • Expect to get rich! • Be afraid to give feedback and ask questions • Expect the placement to follow a rigid timetable • Neglect your studies

21. Joint Recommendations • Longer minimum placement length • Better induction process • Questionnaire prior to placement • The scheme needs more status – should be a really sought after opportunity • Students should contribute to a placement handbook. • Links should continue to be strengthened between HEIs and industry to facilitate transition between academic and work life.

22. Summary • Would like it to be a rolling programme • The pilot can only gain strength • Good way for students to assess strengths, weaknesses and areas for professional development. • Industry responsibility to provide suitable training to employees of tomorrow • Good way of assessing suitability of future workers • Worthwhile experience for both parties

23. Success or failure? • It proves that partnerships between industry and education can work. • It proves that there are benefits for all stakeholders. • It creates a pool of work-ready recruits. • It ensures programmes of education and training meet the needs of employers. • It strengthens the Translation industry.

24. GAs: Next steps • Evaluation of the pilot of new GA framework. • Dissemination of the framework in the UK through ATC, CILT and Routes into Languages • Integration of new translation placement providers into the scheme in the UK. • Dissemination of the framework at EU level.

25. The new Graduate Apprenticeship Scheme Any Questions?