The number of programmes offering interpreter training courses has tremendously increased over the years and in many parts of the world. Caminade and Pym (1995) list more than 250 university programmes in more than 60 countries, but since the 1990s, many more programmes have beenset up, in particular in China where the government has recently decided to set up MTIs, Masters in Translation and Interpreting (Gile, 2009:17). This has led to programme evaluation becoming increasingly relevant as a research sub-area, both for students and researchers interested in interpreter training as a research area. Given this developing interest, the current review sets out to present the various theories, models, methods, and approaches that have been developed from the 1960s till the 2000s to guide programme evaluation, especially training programme evaluation. They are presented and discussed in detail to enable researchers in the sub-area to make informed choices depending on the purpose of the evaluation and its expected outcomes. Until more tools emerge, this contribution may stand as a handbook for researchers in need of theoretical tools to evaluate complete training programmes or specific aspects related to that, especially in the area of interpretation. This attempt is all the more useful as conference interpretation is a relatively young academic discipline. It is the author's hope that this contribution provides the new pool of researchers who are emerging and specialising in interpretation research in Cameroon and beyond with a useful and ready-to-use tool for interpreter training programme evaluation.

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