ABSTRACT
The terms training and education reflect some of the diversity of ideological approaches to the subject. Such assistance is also open to other universities through the Training Assistance Programme, which offers an increasingly wide variety of services to interpreter training institutions, reflecting the strong commitment of Directorate General for Interpreting to collaborating with interpreter training institutions, and their continued influence on the curriculum. Such a model conceptualizes the curriculum as a process which aims to move beyond the acquisition of interpreting technique and practice, to include issues belonging to reflective practice–such as ethics, ideology and research. Donovan signals the increased interest in different aspects of ethics in conference interpreter training and attributes it to the influence of concerns raised in community interpreting research. Both Baker and Drugan and Megone offer interesting proposals for incorporating ethics more systematically in translator and interpreter education.
