This paper describes the structure of the translation and interpreting programme of the University of Rwanda at the undergraduate level. By analysing theoretical and practical components underlying the two disciplines involved, secondary data from different scholars depict the competencies that are expected from a well-trained translator and interpreter. Though training in the two areas have some aspects in common such as linguistic, intercultural, technological competencies, etc., translator trainees need to acquire advanced skills in textual analysis and writing. On the other hand, apart from listening and speaking skills, the trainee interpreters are required to develop, at a very high level, their speech analysis skills, their memory, and their rhetorical skills. The results in this paper prove that all these competencies that are too exerting on each of the two sides cannot be fully developed in a dual specialisation programme like that of the University of Rwanda, in which trainees major at the same time in translation and interpreting. As shown by the data collected from different respondents, this approach impacts negatively on the trainees’ performance in both disciplines, and produces – trainees who have not reached an optimum level of competence. As a solution to this crucial problem, the paper recommends tt a fundamental shift in the programme by redesign it to give more space to each of the two areas of specialisation.
This study aims at building a positive perception towards the teaching and learning of arts and humanities and advocating for their scholarship given their value in the cultivation of human development in East Africa. The study is anchored in the stakeholders' theory of salience that claims that once latent stakeholders (who belong to arts and humanities) are supported via policy intervention, they survive. Without this support, scholarship and research in arts and humanities are adversely affected. Participants from four East African Community member states, i.e. Rwanda, Uganda, Tanzania and Kenya were involved. The findings show that the general public has less consideration of the teaching and learning of arts and humanities subjects with different and mixed perceptions such as fewer opportunities for employability, inability to justify its raison d'être and showcase its technological, scientific and economic contributions, inability to attract research funds, to name but a few. However, the contribution of arts and humanities to the human development ranging from their maintenance of a democratic society, literacy, creativity, resilience, understanding, critical thinking, communicative skills, and practical judgment to longterm civic results is also depicted. Hence, to ensure their survival, there should be a political will to promote them in one way or another.
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