Translation is a process in which complex cognitive activities are carried out, including a number of analysis and synthesis processes, or the product emerging as a result of this process. Translation, existing as an act for a certain period of time, has been taken to the centre, especially since the 1950s, and translation itself has been made a subject of scientific research. However, after the Second World War, the changing notion of power and sovereignty, increasing international relations revealed the need for professional translation, and thereupon, translation departments at tertiary education level began to be opened. The main objective of translation departments is to gain translation/translator competence to provide qualified translation services. Within this context, competence suggestions were made by the scholars of translation studies as well as organisations such PACTE and EMT. Especially, since the 21st century, the diversity of the field where translation is needed has sparked off translators to assume new roles. Accordingly, there were also variations in translation/translator competencies. Moreover, it is not possible to draw sharp boundries for the types of competencies such as language competence, cultural competence, field competence, technological competence. In the lights of these facts, it seems arduous for institutions offering translation training to inculcate full translation/translator competence under sundry constraints.At this juncture, LLL one of the contemporary education approaches and supported by organisations such as UNESCO and OECD, will make prodigious contributions to the acquisation of translation/translator competencies. The effective realization of LLL depends on individuals unearthing their own learning styles, namely, learning to learn. In this study, the necessity of LLL for the profession of translatorship and its contributions to translatorship are discussed. During the research process, document analysis, one of the qualitative research methods, was applied, and the collected information was analyzed via descriptive analysis.
Keywords: Translation studies, translation teaching, competence, lifelong learning, learning to learn