The project was built on a strong needs analysis and continued at the beginning of the project with a SWOT analysis in Hungary and several profound desk-top researches, interviews, while consciously collecting and adapting all the available best practices and resources of the partners. Strong focus has been placed on the knowledge triangle involving trainers, trainees and market representatives, experts from disadvantageous target groups, external evaluators throughout the project life span. e-TransFair with its outputs bridges the gap between educational outcomes and the actual needs of the translation market, with a focus on specialised translators. With the active involvement of market players, the project could also equip translator trainees with the skills that are necessary for employability and provide trainers with ICT-based innovative teaching and assessment methods and tools that help develop these skills. Furthermore, the project also aimed and provided a collaborative platform with guidebooks, online training materials and set of manuals to make the results transferable to other higher education institutions and sustainable in the long run. In line with these objectives, the project has been implemented by an inter-sectoral (higher education – market) partner consortium. The Centre for Translation Studies of the University of Vienna and the Centre for Translation and Interpretation of the Budapest University of Technology and Economics are both leading institutions in translator training while Hermes Traducciones, the Spanish translation agency has a leading reputation with well-established links to the academic world and to the entire European translation industry through EUATC, the European Union of Associations of Translation Companies. This ensured that the employer side (the market) has always been well represented throughout the project. To achieve all the planned objectives, the project followed a series of activities leading to the production of seven intellectual outputs. In addition to the planned ones several unplanned tangible and intangible outputs have also been developed and built into the training programmes of the partners and used by other trainers as well. All these extra outputs are the results of the synergetic cooperation of the partners. Reached impact was enhanced by the efficient dissemination activities and forced interactivity with all the external stakeholders through various activities, like multiplier events, joint staff trainings, combined dissemination events after transnational partner meetings, special events organised for trainees’, colleagues, trainers.All the planned outputs have been completed by partners, in close collaboration with trainers, trainees and market representatives of the three participating countries and even involving stakeholders from other countries as well such as Ukraine, Slovenia and Germany. More open educational resources, online training materials, train the trainers and train the trainees workshops, publications, conference presentations, joint researches, multiplier events and mentoring programmes have been organised than planned together with several diverse types of synergetic dissemination activities at partners and project level.Most important reached impacts: .- EACEA selected etransfair, as one of the 26 chosen KA2 projects started since 2014, to write a case study about it while examining the reached impact of the entire ERASMUS+ programmes in HE (https://drive.google.com/file/d/1UJdUBoGzlP85Ja_wvrjS-ITlGjFR1lf4/view?usp=sharing). - An active cooperation started at EU and national levels among training institutes and trainers dealing with specialised translation and market representatives with the active support from the Hungarian, Austrian and even Slovakian DG Translations.- HE specialised translation training programmes have been renewed at partners and even outside of the partnership through adapting developed innovative project materials and assessment techniques.- New online training programme has been accredited in Hungary, reaching disadvantageous target groups in remote areas and since 2019 even a blind student could enrol to it.- Trainees can benefit the most from our newly developed materials, techniques, CAT tools, which are all in harmony with the real market needs. - All our materials are transferable and available through the website and they have already been adapted by other institutions as well, which significantly contribute to sustainability. - e-COST, our European Online Centre for Specialised Translators will also be maintained by BME and available even after the project ends with all the online portals and materials ensuring long term impacts and continued conversation among representatives and interested parties of the field.See materials on the project website: https://etransfair.eu/

CONTEXT OF THE PROJECTThe Language Industry has been continuously growing for the last 10 years, currently being one of the more robust economic sectors with an 11% estimated growth for 2020. Great technological and skill developments have taken place along this growth in the private sector that have outpaced the translation training proposals at Higher Education institutions despite considerable efforts to the contrary by scholars. The Translation Studies community, in the meantime, has adopted a research-based pedagogic agenda to inform translators' training and education with the latest advances in empirical investigations on the translation process. In this context, we find disperse training needs and solutions that evidence a clear gap between industry and academia, impeding quick, quality, inclusive responses to current challenges. While this by now proverbial gap has been one of the warhorses in university translation schools, it is to this day that the academic community has excelled in identifying the main issues with limited success in providing solutions.OBJECTIVESThe main objective of this project, therefore, is to develop an innovative, inclusive training model taking the most of technological advances to provide a new, industry-oriented and research-based quality qualification. This objective will be achieved by successfully attaining secondary objectives, including designing an open, flexible online course in response to the gaps and requisites identified in online training as a result of the pandemic and creating learning resources enabling autonomous use. These actions will also lead to a second major objective, creating synergies and knowledge/transfer links between the university and the private sector by introducing modular, flexible and autonomous learning strategies.PARTICIPANTS NUMBER AND PROFILEThere are four participants including two academic institutions (UVa and UGA), an LSP company (Hermes) and a technological institute (CTI). The profiles of participants as experts in translation and Language Industry research, teaching, technology and professional practice respond to the multidisciplinary and transnational requirements of an ambitious project that otherwise could not meet the established aims and objectives.ACTIVITIESThe project development consists of 16 Work Packages including project design, management and evaluation and all the activities conducive to the achievement of the two Intellectual Outputs, which will be propagated according to a detailed dissemination plan.METHODOLOGYThe project follows an inductive methodology formulating a proposed solution structured around clearly set objectives. These aims then cascade according to work packages sequencing including tasks and activities assigned to the different working teams (partners) as per their field of expertise and know-how. The project management is based on an AGILE method, where the working packages, assessment loops and inter-teams feedback iterations are arranged in a way that every team makes the most out of the others´ output in this most efficient possible way.RESULTSThe results include responding to the current training proposals at Higher Education institutions falling short to provide language industry-relevant learning experiences and developing a modular training and education model further articulated as an online course. These results are materialized in the form of an an open access learning handbook. The online course proposed will be developed and implemented in a virtual environment, together with its materials and activities, which will be open access resources in order to ensure the modular, autonomous learning experience of participants is structured and relevant. With regards to non-tangible results, this project introduces a paradigm shift in university and professional training that will contribute to a better mutual needs understanding, thus contributing to bridging the gap between industry and academia, as well as introducing new, more resilient methodologies of trianing and performance assessment in the face of social challenges.IMPACTThe project improves students employability and professional performance, which has a direct impact on the industry. It also generates critical thinking and autonomous self-training strategies, which is essential for life-long learning and recommended by the guidelines of the EHES. The project also has a critical impact on accessibility, lowering entry barriers to a booming industry for those who cannot access current qualification opportunities either for personal, economic, geographic or any other reason derived from the COVID-19 pandemic.LONG TERM BENEFITSBeyond the immediate benefits, the project puts forward an innovative use of technology as applied to professional training and knowledge transfer. Also, the project entails a valuable training paradigm shift: from a linear, pre-ordered sequence of discrete units, to flexible modules.