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The introduction of the Bologna Process into the higher education system in Albania has led to a review and improvement of the existing curricula. Among the variables influencing the curriculum development the professors and students are the ones directly involved in the curriculum reform implementation project.Although the Bologna Charter advocates a student – centred approach, students are not given the priority they deserve. This remiss could lead to a conflict between the students’ expectations and the curricular approaches.First and second year Master students of Translation – Interpreting at the University of Tirana are the subject of a survey aiming at finding out how the students undertaking Translation and Interpreting find the courses they follow. The method used is the quantitative method of observation. 80% of the students have filled in a questionnaire.The data processing indicates the motives driving the students to choose this curriculum as well as their expectations for their future career.It is concluded with some findings and recommendations for curriculum reform, since the academic offer is seen as a means of providing answers for a society which, under the pressure of ongoing changes, is in need of professionals who respond to new stimuli.Key words: curriculum, expectations, interpreting, motivations, translation.

IMPROVING THE TRANSLATION–INTERPRETING CURRICULUM THROUGH ACKNOWLEDGING THE EDUCATIONAL NEEDS OF ALBANIAN STUDENTS