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The purpose of this paper is to provide a review on the state of the art of translator education into B/C languages in the Spanish post-Bologna university system. During the last ten years, Translation Studies in Spain have witnessed the implementation of new programmes adapted to the European Higher Education Area (EHEA). Universities have gained autonomy to design their translation curricula, which has led to significant differences between programmes. This could not but affect approaches to translation into B/C languages, whose role in translator education has long been considered a sensitive issue. Results from an analysis of working languages and A-B/C translation course units embedded in undergraduate and postgraduate (Master) curricula show that a large number of translator-education units no longer offer the 'inverse' translation direction. This perception is felt more strongly in Master programmes despite translation out of the A language has been listed in a number of translation competence models. More importantly, it is a competence considered important or essential in the local and European employment markets, especially in translation environments where English has a place. [ABSTRACT FROM AUTHOR]

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