Final Report KSL Interpreters' National Forum 2008

7/31/2019 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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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


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


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


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/

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Final Report KSL Interpreters' National Forum 2008

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