ABSTRACT
This chapter discusses revision and post-editing competences in the context of a translator education curriculum that integrates revision and post-editing in introductory translation courses, translation technology courses and project-based translation courses. Commonalities and differences in revision and post-editing competences are analysed based on various competence models. Although translation, revision and post-editing have traditionally been perceived as separate activities, in digital translation environments, many of the subcompetences that are required for performing them are likely to converge. The chapter describes a translator education programme at the MA level where the commonalities and differences are utilised to inform decisions about the choice and allocation of learning objectives, learning content and teaching methods in the curriculum. Integration of revision and post-editing in collaborative workflows is expected to be beneficial in creating a solid conceptual understanding of revision and post-editing activities and their role in translating organisations, as well as in creating realistic expectations of the challenges in performing these activities.
