This document summarizes the findings of a needs analysis conducted in 5 countries to assess the state of language interpreting services. The analysis examined the certification process for interpreters, availability of interpreters in different areas, and training opportunities. It found that while universities offer translation and interpreting courses, none specialize in the immigration field. It also found that certification processes varied by country, and that stakeholders saw a need for more qualified interpreters and specialized training programs to address language barriers faced by migrants. The main conclusion was that interpreting requires not just linguistic skills but also strong human skills to best serve migrant communities.

1. Language Interpreter Training as a Stepping Stone to work
№ 2012-1-GB2-LEO05-07809
FINAL CONFERENCE
10th September 2014
Berlin, Germany
Center RUNI
Sofia
Bulgaria

2. Work Package 2 Needs analysis
Start: November 2012
End: March 2013
Aim
To provide a picture of the state-of-the-art in each partner
country – Italy, Greece, Bulgaria, Germany, related to the
provision of interpreting and translation services

3. The analysis has looked at:
 The approach and policies of the public service agencies
 The process of certifying interpreters and translators
 The availability of interpreters in the local areas
 The existence of a formal training for public service
interpreters and translators
 The specific languages in which interpreters are most
needed
 The position of higher education institutions towards the
provision of training
 The view of the society
 Recommendations

4. Preparation stage
First partners meeting in Palermo, Italy – December 2012
 Common report format
 Common questions
Consistency
Objective
comparison and
summarizing

5. Target groups
1. Higher education institutions, Education institutions and
centers
2. Authorities certifying interpreters and translators and
Translation agencies
3. Organizations for integration of refugees and migrants ,
Immigration communities and members
Specific questionnaire for each stakeholder group has been
prepared

6. Approaches
 Mixed
- Face-to-face interviews
- Emails
- Phone calls
 99 filled questionnaires
 9 weeks
 United Kingdom, Bulgaria, Germany, Italy and Greece.
 The report from the UK provided an overview on how
training is delivered there (the UK is the country
transferring the innovation)

7. Main points
 Introduction –about the project; about the training
course
 Findings from the stakeholder groups
 Summary
 Conclusions and recommendations
 Future project plans

8. Findings
1. Higher education institutions and Educational institutions
and centers (25 interviews)
- In each country the universities offer courses for
interpreters and translators but none is specialized in the
field of immigration
- Usually the courses are paid
- Certificate/diploma after final exams or
dissertation/thesis

9. Findings - 2
2. Authorities certifying interpreters and translators and
translation agencies (13 interviews)
- Italy and Greece  No authorities or public bodies
certifying interpreters/translators
- Germany – umbrella organisation of German
Chamber of Industry and Commerce and the
Chambers of Commerce and Industry of individual
provinces
- Bulgaria – Ministry of Foreign Affairs (Department of
Certifications and Legalizations)

10. Findings - 3
3. Organisations for integration of refugees and migrants
Immigration communities and members (65 interviews)
- Common languages
- Problems faced by the migrants and refugees when
accessing public services
- Characteristics which an interpreter should possess

11. Background information about
the migrants

12. Background information about
the migrants

13. Background information about
the migrants

14. Summary and conclusions
 EU – attractive destination for migrants
 Main reasons for migration – personal and economical
 Basic problem – language barrier
 Need of qualified interpreters and translators
 Lack of interpreting services and specialized training
courses
 The linguistic skills and the detailed knowledge of the
specific terminology is not the most important
 Emphasis  “Human” skills

15. Thank you for your
attention!