Final Report KSL Interpreters' National Forum 2008
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GLOBAL DEAF CONNECTION (KENYA)
And
KENYA SIGN LANGUAGE INTERPRETERS ASSOCIATION
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areneededtoseethispicture.
KSL INTERPRETERS NATIONAL FORUM
NAIROBI, KENYA
17th to 20th April 2008
FINAL REPORT ON FORUM
PROCEEDINGS
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Forum Timetable
Sportsview Hotel, Kasarani
Day & Date Time Activity Focal Point
Thursday 17th
April
10 am to 12:30 Arrival & Organizers (GDC)
12:30 to 1:30 PM Lunch Ditto
2:00 to 4:30 PM 1st Session Jack Owiti & Dan
Burch
Friday 18th April Full Day 2nd Session
(morn)
3rd Session
(mid)
4th Session
(a/noon)
Daniel Burch & KIE
Saturday 19th
April
Morning Session 5th Session
(morn)
6th Session
(mid)
Daniel Burch &
KSLIA
Saturday 20th
April
Afternoon Session Evaluation
Closing
Ceremony
Daniel Burch
KSLIA
GDC
USAID/Guests
Sunday 21 April 06:00 to 08:00 Breakfast & Departure
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Representation
The following organizations were represented at the KSL Interpreters National
Forum. For individual names and contact addressees, please refer to the Annexed
list in MS Excel.1
Organizers
Global Deaf Connection (GDC) Kenya
Kenya Sign Language Interpreters Association (KSLIA)
World Association of Sign Language Interpreters (WASLI)
Donors
United States Agency for International Development (USAID)
Participating Organizations
Institutions for the Deaf (Secondary and Primary)
Jomo Kenyatta University of Agriculture and Technology (JKUAT)
Kenya Institute of Education (KIE)
Kenya Institute of Special Education (KISE)
Kenya Ministry of Education (MOE)
Kenya Ministry of Youth & Sports (MOYS)
Kenya National Association for the Deaf (KNAD)Kenya National Examinations Council (KNEC)
Kenya Sign Language Research Project (KSLRP)
Kenya Society for Deaf Children (KSDC)
University of Nairobi (UoN)
1Refer to the complete list of individual participants in the Annexes (Ms Excel)
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DAY ONE THURSDAY 17th APRIL 2008
START TIME 2:00 PM 14h00
WORKSHOP RULESa) Cell phones on vibrate
b) Emergency calls only
c) Go outside when receiving calls
d) Punctuality
Individual Tasks
WELFARE Washington Opiyo
ENERGIZER Penny Vulimu
TIME KEEPER Lucy KairuREPPORTEURS Caroline Aoko & Elizabeth Khamala
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Kenya Sign Language Interpreters Association (KSLIA)2
Jack Owiti, Chairman KSLIA
Main highlights of the presentation:
KSLIA STAKEHOLDERS
Interpreters
Deaf community (primary consumers)
Deaf children
Parents & Guardians
Employers
Areas where sign language interpretation is required on a regular basis:
1. Public meetings (barazas)2. Religious institutions
3. The judiciary (courts)
4. Medical institutions (Hospitals, clinics, VCT sites)
5. Mental health institutions
6. Educational (college, universities, etc)
NETWORKING
1. Advocacy, marketing
2. Public awareness3. Universities
4. Govt ministries
5. Associations, NGOs
6. Public & Private sector corporations
7. Hospitals
8. Judiciary (courts)
STRENGTHS OF SLI PROFESSION
KSLIA Interpreters have a common association where their interests arerepresented;
Networking KSLIA has a strong networking presence in all areas where sign
language interpreting is required;
Perseverance despite
KSLIA serves three main functions:
1. Conflict resolution how to deal with conflicts, involve lawyers
2. Enforce the KSL Interpreters code of ethics (CoE) rules about have things
are done professionally, dressed professionally, charge the correct fee the
2Refer to the KSLIA Position Paper annexed in PDF format.
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same fee always, minimum fee;
3. Making sure interpreters keep learning, continuously, upgrade knowledge
Interpreting at a Glance
1. Interpreting is the ability to decode and convey the message in a differentlanguage;
2. Interpretation should be accurate and precise to avoid misunderstandings;
3. Interpretation is about conveying communication between people;
4. Interpreting is a profession recognized by the United Nations;
5. Sign language interpretation includes both hands and voice;
6. All persons possess some kind of skills to interpret between different
languages or ways of communication;
7. Volunteer interpreters are encouraged, but the aim is to manage jobs of
interpreters through official organizations to ensure quality interpretation;8. Let the organization that request for interpretation pay for it. It can also be an
institution as e.g. hospital or university. Every time there occurs a need for
interpretation in e.g. a government institution then bring an interpreter to
advocate for making interpretation an integral part of the service of that
institution.
9. The Deaf person or group is always the primary consumer; there should
never be instances where an interpreter takes control over the deaf.
Other Highlights1. KSLIA was formed in 2000. Before that, there was no cooperation between
individual interpreters; there was no sharing of experiences.
2. Prior to 2004, the Deaf community was highly critical of the individual
interpreters who were only thinking about making money. Instead the deaf
asked for higher quality in interpreters. The deaf felt exploited. From here
emerged a need for training of interpreters. The curriculum began to be
developed.
3. The interpreters need to follow the development of the language closely to
keep up.
4. There is competition between interpreters about the same jobs. Interpreters
are working alone and in isolation.
5. Interpreters have their specific area, which they protect and work in.
6. There is a need for fieldwork around the country to collect the sign used in the
different regions in order to develop and expand Kenyan sign language.
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7. There have been interpreters trained in Nordic countries, but when they
returned to Kenya, they did not sharing the knowledge they achieved. There
is lack of cooperation between Deaf community (consumers) and interpreters
(service providers)
8. Many deaf people have problems with interpreters. One problem is that many
Deaf are lowly paid and cant afford fee for interpreters. There are also
problems with educational levels between interpreters and deaf that creates
difficulties with communication.
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World Association of Sign Language Interpreters (WASLI)
Daniel Burch, Treasurer3
Kenya is on a journey, but there are many others on the same journey. Kenya is not
behind as far as interpreters training and development is concerned.
Interpreters comes from:
Family members
Friends of deaf
Teachers of Deaf (ToDs)
Religion institutions
In many places Deafness is not seen as a handicap but as a linguistic minority.
WASLI and WFD have working partnerships. More information can be obtained from
their respective websites at www.wfd.org orwww.wasli.org; Deaf people have a right
to live and access the society that they live in.
Interpreters go across different business field because they interpret for any group in
a society. Also across age and education. That is the world of interpreters.
In 1964 an organization was founded in US. Sweden and UK followed in the 1970s.
The main question is certification and on which criteria. It takes time. We are dealingwith ethics, confidentiality, and educational programs. There are many
documentations and experiences from around the world.
Interpretation is a new profession that has reached to teenage level in the
development.
Some definition of an interpreter, as understood by different people
1. Facilitate communication between 2 people
2. Convert spoken language into sign language and vice versa;
3. Someone who deciphers new or strange language into something thats
understood
4. Transfers meaning from one language into another incl. culture
5. Understand to different languages and facilitates two-way communication
6. Link between to parties that seems to be communicating
7. Medium used to communication between people with different languages
8. Bring complicated meaning of language between two people
9. Translates between two languages who change meaning
3Refer to Dr. Burchs profile at the end of the Report on the Proceedings (Annexes)
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10. Mediator that brings two people together
11. Someone able to translate one language to another
12. Someone who can break communication barrier btw 2 people
All the above definitions are influenced by perceptions. The most common definitionis hat of an individual who transmits concepts and ideas between two languages.
This individual knows at least two languages relevant to then task at hand; the
individual has as good knowledge in one as the other. The person has a balanced
knowledge of the two languages. This person is called bilingual. If the person has this
knowledge of three languages, then the person is called trilingual
STRENGTH OF INTERPRETATION WEAKNESS OF INTERPRETATION
Area Ballot Ranking Area Ballot Ranking
Professional org KSLIA 12 Policy 17Working as a team 1 Training 17
Involvement of deaf
community
3 Ethics 7
Networking with other
entities
10 Professionalism 6
Flexibility 7 Recognition 6
Dynamism/energy 0 Licensing 5
Mentorship 4 Coordination 4
Code of Ethics 8 Networking 3
Perseverance/enduranc
e
13 Trust 0
Positive attitude 8 Unity 0
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DAY 2 FRIDAY 18th APRIL 2008
MORNING SESSION
KENYA INSTITUTE OF EDUCATION (KIE)Joseph Masha, Head of Section, HI Curriculum Development.
KIE Highlights
The curriculum is made for both public and private sectors.
KIE not only develops curricula but also coordinates and provides
consultancy;
The curriculum development process goes trough several expert panels;
The expert panels include Writing, Subject, Course and finally the Academic
Board
KIE Writing Panel
a) Formulate agenda
b) Topics objectives
c) Content
d) Teaching materials
e) Preparing time table, e.g. class eight lesson how many topics in a week
Membership: Twenty (20) members drawn from KNEC, KNUT, KISE, Ministryof Education (Chair);
Stakeholders: Several contributing stakeholders, including KSDC, KNAD,
KSLRP, religious leaders & universities
KIE Subject Panel
Review work of Writing Panel;
Edit the drafts, add or remove content;
Scrutinize and criticize process used by the Writing Panel Invite external and internal specialists on the subject for an in-depth review;
Membership: Twenty (20) members who are professional stakeholders.
Duration is two weeks
KIE Course Panel
Take criticism
Finalizes
Polish draft
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Membership: Thirty-five (35) members drawn from both Writing and Subject Panels,
including external stakeholders;
KIE Academic BoardThe highest decision-making board in curriculum development; it has 35 members,
drawn from universities, religious organizations, teachers, stakeholders etc. KIE
provides the secretary, while the Chair is from KNEC
The body passes the finished curriculum for administration by the KNEC.
KSL Interpreters Training Curriculum
1. In 207, Deaf Aid, a Norwegian NGO with a strong country presence in Kenya,
sponsored the first writing workshop held in Nairobi (Rosa Mystica conference
centre). All major stakeholders were represented, including the Ministry ofEducation, KIE, KNAD and KSLRP. Representatives from Deaf Associations
across the country also participated. The first draft was successfully negotiated
through the KIE Course Panel.
2. On 8th and 9th May 2008, the KIE academic board was expected to review and
make a decision on the final draft of the curriculum, after which it will be
published.
3. KNEC is the proposed examiner and the trainers proposed are the currentinterpreters;
4. The curriculum is designed for the award of a Diploma in KSL Interpreting, after
2,880 hours of course work, and spread over two years.
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KENYA INSTITUTE OF SPECIAL EDUCATION
Lucy Kairu
Head of HI Department
Said Ali MwachinaloLecturer, HI Department
KISE Highlights
1. The role of KISE is to implement Special Education teachers training curriculum
as developed and approved by KIE;
2. KISE has a certificate course in sign language and their only target is a teacher;
the classes are as follows:
Evening classes at Kahawa Wendani (suburbs) KSL training classes slated to begin in Kisumu, Mombasa, Eldoret and
Nakuru in September 2008;
3. KISE also has distance-learning centres in the following towns and areas: Migori,
Mosoriot, Kericho, Baringo, Kagumo, Meru, Garissa, Thika, Bondo, Machakos.
4. There are also school-based courses at KISE, tailored to specific consumers
such as government employees, and sponsored by Directorate of Personnel
Management (DPM)
5. KISE has its own Examinations Board made up of external examiners
representing:
Universities
Ministry of Education, Quality Assurance Standards (QAS)
KNEC
KIE
School teachers (Primary & Secondary)
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KENYA NATIONAL EXAMINATIONS COUNCIL KNEC)
Epha Owino Ngota
KSL Subject Officer, KNEC
1. The KNECs main interest was in the Evaluation and Certification of SignLanguage - challenges and best practices in evaluating similar curricula
elsewhere
2. In the Kenyan situation interpreting services have preceded the training and
education necessary to provide these services. Consequently inferior
practices/services in educational setting have resulted into poor performance
of learners who are deaf and hard of hearing.
3. KNEC is committed to maintaining responsiveness to public needs andspecial needs education is one such need.
4. KNEC will determine the best way to evaluate the interpreters training
curriculum and liaise with other examining bodies elsewhere so as to certify
interpreters with internationally acceptable standards.
5. Research is key in the development of Kenyan Sign Language. KNEC will
undertake relevant research as provided for in its core functions so as to
contribute to the growth of Sign Language.
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Group Sessions
Stakeholders Group 1
Professionalism:
Dress code
Professional ethics
Moral uprightness
Command of the interpreting practice
Confidentiality
Monetary Implications of the interpreters presence to the institution (does she/he addvalue to institution)
To meet the needs of all persons in the establishment especially those of Deaf
consumers.
Flexibility:
Tolerance
Endurance
Teamwork spirit at the workplace:
Good interpersonal skills
Networking abilities
Compliance to technology and information
Stakeholders Group 2
Expectations of the Deaf consumer from the interpreter
1. Interpreter to transmit/relay the message accurately without changing the
meaning;
2. Avail themselves to their clients/organizations at all times;
3. They should be familiar to the technical/professional language of their
employer/client;
4. They should observe interpreters ethics:
Morality
Dress code
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Confidentiality
Integrity
5. Always accompany voicing, body language etc when signing.
6. Should be dynamic familiar with other sign languages.
7. Ready to share knowledge with others.
Deaf Group 1 (Wango)
Values of interpreters
1. Maintain confidentiality and ethical issues;
2. Respectful to Deaf consumers;
3. Honestly and trustworthy;
4. Be flexible;5. Encourage specialization (church, courts etc);
6. Use appropriate languages;
7. Punctuality;
8. Must not side and favor a particular group;
9. Knowledgeable of SL and general issues;
10. SMART DRESS Profession Dress;
11. Be well familiarized with Deaf culture or have general understanding.
Deaf Group 2 (Washington)
Values expectation of interpreters
1. Quality:
Interpreting messages to Deaf
Teaching involves in educating the Deaf
Voices for the Deaf and hearing people
2. Code of Ethics:
Confidentiality
Good clothing (must be professional)
Neutrality and firm to point e.g. court issues
Punctuality
Flexibility e.g. when signing, explaining to stakeholders e.g. Doctors
3. Knowledge of different Deaf culture and languages:
Different Deaf groups
Different Deaf ages
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4. Knowledge of Deaf psychology:
Sheng informal sign language
Feelings (will I hurt this/these person)
5. Academic Development able to: Obtain discipline in schools e.g. teachers
Better understanding of Deaf by hearing community and gives quality
interpretation service.
6. Interpreter Pedagogy:
Open to another interpreter
Able to share information with co-worker
Interpreter Group 1 (Sidwaka)
Values of interpreter
1. Value their consumers
2. Acceptance and respect
3. Fluency
4. Reasonable remuneration
5. Dynamics of interpreting situation/settings
6. Consumer interpreter relationship (feedback)7. Proper placement (visibility)
8. Discretion
Interpreter Group #5 (Peninah)
Values
a) Scheme of service/Remuneration
b) Professional quality:
- Academic
- Profession
- Ethics
c) Professional recognition
d) Appreciation
e) Trust:
- From consumers and contracting agencies
f) Acceptance:
- Strengths
- Limitations
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g) Professional distance job description
GROUP #6
Value
Scheme of service Professional quality, academic, profession, ethics and respect
Professional growth and advancement
Professional recognition
Appreciation from the consumer and the contracting agency
Trust
Acceptance i.e. strength and limitations
Professional distance/job description
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Group Session
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STRENGTHS & WEAKNESSES OF INTERPRETERS IN KENYA
DEAF GROUP 1 (ASKA)
STRENGTHS WEAKNESSESa) Able to work long hours
b) Flexibility
c) Working in unfriendly situation
d) Ability to cope with challenging
situations
e) Able to elaborate on terminologies
f) Able to understand deaf client
concerns
g) Able to adapt to differentsituations(court, hospital, seminar)
a) Varying remuneration demands
b) Manipulating situations
c) Gender, cultural & personality biases
d) Professional rivalries
e) Lack of appropriate professional relationship
f) Professional growth/personal motivation
g) Unilateral sub-contracting of services
h) Unsolicited personal opinions that might
influence perceptions.
DEAF GROUP 2 (WASHINGTON)
STRENGTHS WEAKNESSES
a) To be able to market themselves
to avoid interpreters competitions
therefore all interpreters benefitb) To adhere to C O E so as to be
recognized e.g. etiquette
c) To further their CV for better
academic qualifications
d) To harmonize sign language to
be of standard (equality) so as to
be recognized by hearing
community
e) Expand interest towards deaf,discuss workshops with sole aim
of interpreting not cash
f) Must understand deaf culture to
promote their understanding
g) Interpret with voice putting into
mind different categories of deaf
h) Interpreters must strengthen
themselves by being open to one
another Must bring members of
interpreters together every 3
l) Overcharging on professional fee
m) Inability to adhere to COE
n) Low academic levelo) Inability to use standard sign language
p) Lower support for deaf but rushing for
workshop with aim
q) Weakness to understand deaf client
r) Inability to interpret voice
s) No pedagogy among themselves
t) KSLIA failure to bring members
together
u) No court policy in interpretationv) Male interpreter outnumbered doesnt
argue well with deaf male client
w) Dont want to interpret without payh)
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months
i) Government must recognize
value of interpreters, employ
them in organizations
j) Interpretation seems to empowerfemales to get jobs and be
appreciated for their roles in deaf
communities
k) Must be willing to interpret where
need without pay
INTERPRETER GROUP 1
STRENGTHS WEAKNESSESa) Remove communication barrier
between the hearing impaired
and the hearing individuals
b) Relatively universal language to
the hearing impaired clients
c) Most interpreters are young with
a lot of strength to make it grow
d) Interpretation is a professional
and carriere) It has created employment to
many
f) Government/organizations realize
the importance of interpreting as
a professional
g) Certification curriculum
developed for quality training
(advancement).
a) There are too few interpreters
b) Lack of advanced college for
interpreters
c) No formalized Association for
interpreters
d) No exchange programs in the country
for professional growth
e) The hearing impaired have limited trust
to interpretersf) Variations in payment
INTERPRETER GROUP 2
STRENGTHS WEAKNESSES
a) Flexibility- easily adopt to different
situations
b) Strong willed
c) Good willed
d) Role models
e) Organizations to network with
f) Cohesion among interpreters
a) Lack of recognition by Agencies;
b) Lack of respect of profession
c) Poor remuneration
d) No advancement in education
e) Attitude
f) Lack of scaling
g) Lack of permanency in job opportunities
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g) Healthy competition
h) Will to advance in education
i) Interpreters organization
j) Awareness of interpreters
interpretation services throughseminars and workshops.
h) No recognition of role models
i) Unhealthy competition
j) Lack of awareness on how to handle
interpreters by the consumer
k) Lack of checks and balancesl) Lack of formal training structures
STAKEHOLDERS GROUP # 1
STRENGTHS WEAKNESSES
a) Interpreting is lucrative (?)
b) Equal job opportunities for both
deaf and hearing
c) Breaks communication barriersd) Create awareness of Special
needs of the deaf consumer
e) Encourages the development of
networking, interpersonal and
communication skills
a) Expensive to pay for the service
b) Competitive market
c) Leads to loss of secrecy basic to an
individuald) Can be exploited by unqualified persons
e) It is tiring
f) Can be abused
g) Work overload.
INTERPRETER GROUP # 3
STRENGTHS WEAKNESSES
a) Great and untapped potential
b) Emerging profession
c) KSLIA formation, participation,
recognition by GDC, USAID, KNAD
d) Mention of Sign Language
Interpreters in the Disability Act
(2003)
e) Mentorship
f) Muthaura 2000 Public Service
Commission recognition
g) Networks
h) Diversity
i) Persistence, perseverance,
endurance
a) Lack of goodwill from Deaf, government,
development partners
b) Lack of formal training and certification
c) Lack of personnel, growth and
development
d) No policy framework
e) Inadequate leadership, organization, peer-
support (mentors)
f) Disjointed efforts
g) Poor local/grassroots representation
h) Inadequate specialization
i) No harmonization Vitamin M (no scheme)
j) Bogus interpreters, teachers
k) Funding
l) Prone to burnout etc, turn to other
professions, opt out.
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Professor Okoth Okombo
University of Nairobi
Department of Linguistics & African Languages
Group Task
As a matter of fact we were deceived by Washington
Prof Okombo requested the participants to rephrase the above sentence without
changing its meaning. The following were some of the answers received:
a) Truly Washington cheated us
b) Truly Washington is deceitful
c) Washington deceived trulyd) Washington deceived us
TRANSLATING
a) Translating English sentence into S.L
b) S.L interpreters must also learn English
c) The communication should not be direct (word-for-word) but the full
information should be passed
d) All human communication is in signs
e) SL interpreters should also learn English, communication should not be directbut the full information should be passed
f) Even speaking in Sign Language course as we speak we produce signs in
sound
g) Signs shown by our hands or voice is better for communication than the real
item or object
Example persons A and B
When A uses a particular sign it must be known by B
If A wants to communicate to B he must choose the right signs that B can detect this
is the work of sensing
If A wants to reach B through the ear he has to voice
If A wants to reach B through the eye he has to use the hands
If A wants to reach B through the nose he has to use smell
If A wants to reach B through the tongue he has to use taste
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In any communication whoever gives the message encodes it and the receiver
decodes it
If one does not know the sign he cannot decode it
If A has signs different from B he comes from a different culture when the two meets
each brings a sign from their culture, we say they have different languages
This is when C comes in
C knows the language of both A and B
C knows more than one culture and he is therefore able to bring them together
C facilitates communication between the two cultures
C is the interpreter
Involvement of an interpreter
C takes the message from A decodes and re encodes the message to B using B
language;
Some languages have codes and should not be questions
For one language you may need 5 signs but for another only one sign is needed
Instead of asking why this language do this we need to ask how this language does it
In every place and every language we use the code of ethics
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GROUP WORK #2 - Policy
Project title creation of website platform and tools for continued sharing of literature
research etc, for the growth and development of KSL Interpreters in Kenya/sharing of
best practices
Goal create democratic force for the open exchange of best practices towards
growth and development of SLI in Kenya.
Present level of functioning KSLRP in conjunction with US Peace Corps has
developed a glossary of Basic word signs in both DVD format and also posted on the
Internet www.peacecorps.org
GOAL OBJECTIVE BARRIERS RESOURCES1 STAFFING
Ensure the adequate
supply/provision of
SLI at convenient time
and places
Create awareness
Recruit registered
professional SLI
Advocate for training,
employment and
contracting of SLI
Poor perceptions on
disability; SLI very
lucrative
2 BEST PRACTICES
Create democratic
force for the openexchange of best
practice towards
growth and
development of SLI in
Kenya
Create a website
platform of tools for
the continuous ofliterature and videos
on interpreting of best
practices
Organize bi-annual or
annual seminars for
stakeholders and
service providers
Technological setback,
digital divide
Institutional strength of
KSLIA needs
enhancement
KSLRP use
experience and
technology i.e.KSL DVD
glossary
Webmasters
and digital
technology
bountiful
3 COE: develop and
disseminate the CoEand enhance service
delivery to SL
consumers
Monitor and evaluate Lack of awareness
Goodwill SL discrimination
Poor co-ordination
Human
resources
Finances
Transport and
communication
4 LICENSING: ensure
proper standards of
SLI are adhered to
Develop and
implement KSLI
licensing procedure.
Set up a licensing
board committee Create a data bank of
Interpreter politics
Competition
Duplication/piracy
KSLIA recognition
Lack of personnel Lack of commitment
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licensed SLI
Pieces of pie group #3 payment
a) Recognition
b) Payment guidelinesc) Academic qualifications
d) Teamwork
e) Exposure
f) Colleges and universities
g) Entry point
h) Reference materials
i) Government involvement
j) Examination body
Project title: payment of interpreters
No GOAL OBJECTIVES BARRIERS RESOURCES
1 Appreciation of
services given by an
interpreter
1.to ensure
interpreters are
remunerated
according to the
services given
2.nsure interpretersare remunerated
according to the
qualifications
1.lack of recognition in
relation to the services
given
2.lack of payment
guidelines in the
private sector3.inadequate academic
qualifications
4.lack of international
exposure
5.no teamwork
6.lack of certified
examination body
7.lack of approved
college institution
offering SL courses
lack of minimum entry
criteria
8.lack of reference
books
9.inadequate govt
involvement
1.human
resources
2.financial
resources
3.infrastructuree.g
libraries, vehicles4.offices and
media support
PAYMENT
Definition: services or goods given/ rendered in exchange of money
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Importance in payment:
Payment guidelines
Payment by bargains
Volunteerism e.g. in churchThere is need for an agreement between interpreters and stakeholders to agree on
minimum payment
The consumers need to e educated /informed on occasions they have to pay in
person e.g. wedding
The market for interpreters needs to be segmented as per standard of living
Disability act should be more specific and give clear guidelines on who should pay for
the services in govt institutions
Payment should cater for:
Accommodation and subsistence Transport
Per diem
GROUP #5 policy
Project title: policy for sign language interpretation in Kenya
Goals: come up with the best interpretation in Kenya
Present level: currently there is no policy for interpretation in Kenya
Strengths:
Assure quality services
improve remuneration
development of profession
gain recognition
Weakness
competition
may not be implemented of well followed
who: KSLIA and other associations
When:3 years to get a final document
How: workshops seminars awareness forums
Values: guiding the organization in implementing of its activities
KSLIA policy
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1. draft policy
2. involvement of interpreters, deaf and other stakeholders
3. fundraise for the project
4. organize workshop/seminars
5. publicize the policy
the preamble will explain the goals of the organization
Definition of terms, e.g. interpreter, interpretation, sign language, deaf consumer.
How to do implementation:
government
interpreters
deaf consumers
stakeholders institutions
Resources
donors
government
fundraising
GROUP#6Payment
Interpreter service charges Maximum rate open to different organization
Minimum rate of sh2500 for 8 hours (professional fees)
KSLIA to review the rates every 3 years
Interpreters must have pin no.
Transport expenses should be provided for separately
KSLIA to work on interpreter qualification and their payment scale(scheme of
payment)
Certification test to looked into further
THE PIE(PAYMENT) group#6
Parts of the pie:
Revise interpreter pay rates
Give guidelines
Certification test
Check and balance service delivery
M & E framework
Output:1.revise interpreter change rate
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Who: KSLRP
When: 1year
How: Liaise with KSLIA, collect comparative data from other countries
output2: certificate test
who: KSLIA
when: July 2008
how: work with local learning institutes such as KISE and Kenyatta University
GROUP#4 TRAINING
ACTIVITY OBJECTIVE TIME FRAME IMPLEMENTATION BARRIERS
1 Curriculum
development
Develop relevant
curriculum for
training interpreters
in KSL
11/2 years KIE stakeholders Funds
2 Curriculumsupport
materials
Developingcurriculum support
material
11/2 years KIE stakeholders andother institutions
Funds
3 Curriculum
implementation
registration of
institutions,
evaluation and
certification
To regulate
registration to
evaluate certification
2 years Institution i.e. KIE,
KNEC and MoE.
4 Licensing To facilitate thetraining
KSLIA a governmentinstitution
PROJECT TITLE - Training of Kenya sign language interpreters
GOAL: to have competent sign language interpreters trained by 2012
INTRODUCTION
There is a die need of KSL interpreters in hospitals, legal systems, and religious
social education presently there are practicing interpreters whose training is not
recognized.
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Some interpreters have skills, which need to be developed
This calls for a curriculum that will be used to train interpreters and that will facilitate:
Certification
Met the needs of hearing/deaf customers in the market
STRENGTH OF THE TRAINING
Capacity building
Give an academic coverage to those trained in various institutions
Job opportunities
Accords trained interpreters a professional outlook; trained interpreters get
networked opportunities
WEAKNESS No specialization
Funds
VALUES
Competence
Professionalism
Upward mobility.
Facilitators Profile
Daniel D. Burch, Ph.D., SC:L
Dr. Burch holds a doctorate in special education, with emphasis in deafness. He has been a
certified interpreter, practicing within the community for 35 years.
Dr. Burch is one of World Federation of the Deafs (WFD) "Experts in Interpreting," where he
has served as a member of the Working Group that established the World Association of Sign
Language Interpreters (WASLI).
In America, Dr. Burch was President and Region IV Representative of the Registry of
Interpreters for the Deaf (RID), where he was Facilitator for the Organizational Board and the
first Region II Representative of the Conference of Interpreter Trainers.
Currently Dr. Burch is the Vice President of Sign Language Services International (SLSI), a
private practice providing interpreting, mentoring, Sign Language classes, continuing
education units, and consulting services.
Areas of professional inquiry include international relations, testing and measurement,
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leadership development, professional ethics, and specialty interpreting in educational, legal,
medical, mental health, religious, conference, and performing arts settings. "Hands on"
practice is a part of most continuing education activities.
A representative listing of workshop titles can be found atwww.signlanguageservices.com(Other Services, SLSI Workshops). Additional topics can be developed upon request.
QuickTime andadecompressor
areneededto seethispicture.
Lucy Kairu (KISE) receives her certificate of participation from Deputy USAID
Mission Director Dwight A. Smith
http://www.signlanguageservices.com/http://www.signlanguageservices.com/http://www.signlanguageservices.com/