Translator education within a higher education context aims for student-centred learning that is collaborative and that produces employable graduates. Curriculum is designed with learning activities that encourage collaborative, project-based learning with authentic assessment tasks. There is a close connection between curriculum and the translation labour market, with two mechanisms ensuring that market demands in Europe and Australia are met: competence models and NAATI. In Europe, translator competence models, which were pioneered by the PACTE (Process of Acquisition of Translation Competence and Evaluation) Group and then later developed by Dorothy Kelly and the EMT Project, influence curriculum design so that it reflects student-centred principles and remains closely aligned with translation market demands. In Australia, the National Accreditation Authority for Translators and Interpreters (NAATI) similarly connects translator education with the translation labour market. The opportunity to attain NAATI Professional certification is included in programs which are designed to produce employable graduates for the translation industry. This research uses an ethnographic case study methodology to investigate features that support and inhibit learning in translator education programs. In order to do this, I selected two quite difference places: Spain and Australia. Given the number of differences between the two settings – language, culture, education systems etc. – one was not strictly compared with the other. Rather, contrast was used to emphasise these differences and to provide insights by highlighting areas as interesting and curious where they would otherwise be considered ordinary. Fieldwork, including observations, informal and semi-structured interviews, and document analysis, was undertaken at one site in Spain over the course of one academic year, and at two sites in Australia over the course of three months for each site. The research revealed that high-stakes, student-centred translator education programs that are grounded in understandings of employability have to contend with washback and testing consequences and impacts. This was particularly the case in Australia, where NAATI certification is integrated into education programs. However, it was equally the case at the site examined in Spain where competitive practices secured learners a place in the program, and then continued to impact learning that took place in the classroom.
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