Optional Continuing Education Policy


The knowledge and skills needed to practice the professions of certified translator, terminologist, and interpreter are constantly evolving, especially given the transformations in working languages, fields of specialization, and language technologies. As part of its mandate to protect the public, the Ordre des traducteurs, terminologues et interprètes agréés du Québec (OTTIAQ) must ensure that all members maintain and improve their knowledge and skills on an ongoing basis. To support members in their efforts to this end, the Order is offering these guidelines in the form of recommendations that members may use to plan their professional development, based on their specific circumstances and needs.

Although the Professional Code (paragraph 94 o) has stipulated it, OTTIAQ has opted not to impose legal obligations on its members through regulating the question of continuing education, but rather to emphasize the moral obligation of all professionals to maintain their skills. It is a moral obligation emerging from professional values and ethics, and the moral commitment they make when they join the Order.  

 1.   Objective


The Optional Continuing Education Policy of OTTIAQ is meant to serve as a framework to support and guide members in their professional development efforts.

 2.   Principles


2.1  OTTIAQ supports every member’s moral obligation to update, maintain, and develop their skills.


2.2  OTTIAQ recognizes that participation in continuing education activities enables members to update, improve, and further the knowledge and skills associated with their professional practice, thereby maintaining and developing their competencies.


2.3  OTTIAQ encourages members to plan their continuing education activities in accordance with their individual needs and the Competency Charts the Order has produced, and makes recommendations concerning the number of hours to devote to continuing education every year and possible training activities.


2.4  OTTIAQ proposes continuing education activities every year that are likely to interest its members. Topics are selected based on changes in the professions and the context in which they are practised, as well as needs expressed by members and those that emerge from the professional inspections conducted as part of OTTIAQ’s general oversight program.


 3.Responsibility of members


Maintaining one’s skills is a personal endeavour. Members are therefore responsible for: 


  • keeping abreast of everything connected with their professional practice;
  • setting professional development goals;
  • choosing beneficial training activities;
  • assessing their continuing education activities and re-evaluating their goals and means of attaining them. 


4.   Recommendations


4.1 Number of training hours


OTTIAQ recommends that members devote a minimum of 15 hours per year to continuing education activities.


4.2 Goals


Training activities should enable members to:


  • improve particular skills or acquire new skills;
  • learn about issues connected with the professions regulated by the Order.


4.3 Nature of training activities


OTTIAQ recommends that members participate in continuing education activities related to:


  • one or more aspects of the Competency Charts produced by the Order;
  • changes in the professions regulated by the Order.


4.4 Types of activities


OTTIAQ recommends that members choose among the following four types of continuing education activities:


  • participation in structured training activities;
  • development of structured training activities;
  • participation in integration activities;
  • self-learning.


A non-exhaustive list of possible training activities is provided in Appendix A.


Members can choose those most appropriate to their situation, needs and interests. Given the importance of diverse learning options, however, OTTIAQ recommends that members vary the sources and nature of their continuing education activities.


5.   Follow-up


OTTIAQ recommends that members keep a record of their continuing education activities as they complete them to keep track of their own process and, if needed, provide the information, for instance, in the course of a professional inspection.


A sample tracking form is included in Appendix B.


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