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 Thursday 17 April
th

Time 10 am to 12:30 12:30 to 1:30 PM 2:00 to 4:30 PM

Activity Arrival & Registration Lunch 1st Session

Focal Point Organizers (GDC) Ditto Jack Owiti & Dan Burch Daniel Burch & KIE

Friday 18th April

Full Day

2nd Session (morn) 3rd Session (mid) 4th Session (a/noon) 5th Session (morn) 6th Session (mid) Evaluation Closing Ceremony

Saturday 19th April

Morning Session

Daniel Burch & KSLIA

Saturday 20 April

th

Afternoon Session

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)

Refer 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 RULES a) b) c) d) Cell phones on vibrate Emergency calls only Go outside when receiving calls Punctuality

Individual Tasks WELFARE ENERGIZER TIME KEEPER REPPORTEURS Washington Opiyo Penny Vulimu Lucy Kairu 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. 2. 3. 4. 5. 6. 7. 8. Advocacy, marketing Public awareness Universities Govt ministries Associations, NGOs Public & Private sector corporations Hospitals Judiciary (courts)

STRENGTHS OF SLI PROFESSION KSLIA Interpreters have a common association where their interests are represented; 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
2

Refer 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 different language; 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 Highlights 1. 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 or www.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 dealing with 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
3

Refer 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 definition is 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 Area Professional org KSLIA Working as a team Involvement of deaf community Networking with other entities Flexibility Dynamism/energy Mentorship Code of Ethics Perseverance/enduranc e Positive attitude Ballot Ranking 12 1 3 10 7 0 4 8 13 8 Policy Training Ethics Professionalism Recognition Licensing Coordination Networking Trust Unity WEAKNESS OF INTERPRETATION Area Ballot Ranking 17 17 7 6 6 5 4 3 0 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, Ministry of 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 Board The 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 of Education, 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 current interpreters; 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 Mwachinalo Lecturer, 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 Sign Language - 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 and special 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 add value 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. 2. 3. 4. 5. 6. 7. 8. 9. Maintain confidentiality and ethical issues; Respectful to Deaf consumers; Honestly and trustworthy; Be flexible; Encourage specialization (church, courts etc); Use appropriate languages; Punctuality; Must not side and favor a particular group; 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. 2. 3. 4. 5. 6. 7. 8. Value their consumers Acceptance and respect Fluency Reasonable remuneration Dynamics of interpreting situation/settings Consumer interpreter relationship (feedback) Proper placement (visibility) 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

a e si i e u d r e e e c r d e p n t e o su Q e e d t t h r . c o s i i ca T a o k m m r n p d

Group Session

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STRENGTHS & WEAKNESSES OF INTERPRETERS IN KENYA DEAF GROUP 1 (ASKA) STRENGTHS a) b) c) d) Able to work long hours Flexibility Working in unfriendly situation Ability to cope with challenging situations e) Able to elaborate on terminologies f) Able to understand deaf client concerns g) Able to adapt to different situations(court, hospital, seminar) WEAKNESSES 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 a) To be able to market themselves to avoid interpreters competitions therefore all interpreters benefit b) 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) m) n) o) p) q) r) s) t) u) v) w) h) WEAKNESSES Overcharging on professional fee Inability to adhere to COE Low academic level Inability to use standard sign language Lower support for deaf but rushing for workshop with aim Weakness to understand deaf client Inability to interpret voice No pedagogy among themselves KSLIA failure to bring members together No court policy in interpretation Male interpreter outnumbered doesnt argue well with deaf male client Dont want to interpret without pay

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months i) Government must recognize value of interpreters, employ them in organizations j) Interpretation seems to empower females 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 a) 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 carrier e) 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). INTERPRETER GROUP 2 STRENGTHS 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) b) c) d) e) f) g) WEAKNESSES Lack of recognition by Agencies; Lack of respect of profession Poor remuneration No advancement in education Attitude Lack of scaling Lack of permanency in job opportunities WEAKNESSES 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 interpreters f) Variations in payment

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g) h) i) j)

Healthy competition Will to advance in education Interpreters organization Awareness of interpreters interpretation services through seminars 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 balances l) Lack of formal training structures

STAKEHOLDERS GROUP # 1 STRENGTHS a) Interpreting is lucrative (?) b) Equal job opportunities for both deaf and hearing c) Breaks communication barriers d) Create awareness of Special needs of the deaf consumer e) Encourages the development of networking, interpersonal and communication skills WEAKNESSES a) Expensive to pay for the service b) Competitive market c) Leads to loss of secrecy basic to an individual d) Can be exploited by unqualified persons e) It is tiring f) Can be abused g) Work overload.

INTERPRETER GROUP # 3 STRENGTHS 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 WEAKNESSES 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, peersupport (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) b) c) d) Truly Washington cheated us Truly Washington is deceitful Washington deceived truly 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 direct but 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 Create awareness Recruit registered professional SLI Advocate for training, employment and contracting of SLI Create a website platform of tools for the continuous of literature and videos on interpreting of best practices Organize bi-annual or annual seminars for stakeholders and service providers Monitor and evaluate BARRIERS Poor perceptions on disability; SLI very lucrative RESOURCES

1 STAFFING Ensure the adequate supply/provision of SLI at convenient time and places 2 BEST PRACTICES Create democratic force for the open exchange of best practice towards growth and development of SLI in Kenya

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 CoE and enhance service delivery to SL consumers 4 LICENSING: ensure proper standards of SLI are adhered to

Lack of awareness Goodwill SL discrimination Poor co-ordination

Human resources Finances Transport and communication

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) b) c) d) e) f) g) h) i) j) Recognition Payment guidelines Academic qualifications Teamwork Exposure Colleges and universities Entry point Reference materials Government involvement Examination body

Project title: payment of interpreters No 1 GOAL Appreciation of services given by an interpreter OBJECTIVES 1.to ensure interpreters are remunerated according to the services given 2.nsure interpreters are remunerated according to the qualifications BARRIERS 1.lack of recognition in relation to the services given 2.lack of payment guidelines in the private sector 3.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 RESOURCES 1.human resources 2.financial resources 3.infrastructuree.g libraries, vehicles 4.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 church There 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. 2. 3. 4. 5.

draft policy involvement of interpreters, deaf and other stakeholders fundraise for the project organize workshop/seminars 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 1 Curriculum development OBJECTIVE Develop relevant curriculum for training interpreters in KSL Developing curriculum support material To regulate registration to evaluate certification TIME FRAME 11/2 years IMPLEMENTATION KIE stakeholders BARRIERS Funds

2 Curriculum support materials 3 Curriculum implementation registration of institutions, evaluation and certification 4 Licensing

11/2 years

KIE stakeholders and other institutions Institution i.e. KIE, KNEC and MoE.

Funds

2 years

To facilitate the training

KSLIA a government institution

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 at www.signlanguageservices.com (Other Services, SLSI Workshops). Additional topics can be developed upon request.

Q uickTim e and a decom pressor are needed to see this picture.

Lucy Kairu (KISE) receives her certificate of participation from Deputy USAID Mission Director Dwight A. Smith

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