The system of professional training of translators in the People's Republic of China is characterised. It is established that in 2021, there were a total of 316 institutions across the country for the training of interpreters and translators from 11 language pairs, including Chinese, English, French, Japanese, Russian, German, Korean, Spanish, Arabic and Thai. Higher education institutions where translators are trained are mainly polytechnics, general education and language universities. In some universities in China, the educational process is carried out within the framework of the trimester system, which has unique institutional advantages, in particular in terms of flexibility in curriculum design and course selection by students. The research identifies the peculiarities of professional training of translators at universities in the People's Republic of China: students passing qualifying tests (TEM-4, TEM-8, PGG, PGH, etc.); a variety of training models - "2+2", "3+1", "4+0"; trimester system and the presence of a summer semester in some universities; a harmonious combination of traditions and modern realities; a significant influence of the cultural aspect on the content of translation training. The main programme requirements and methods used in the educational process are identified. It has been established that the content of bachelor's and master's degree programmes for the training of translators in Chinese universities is focused on CTA (Competences of translator and interpreter) standards. Bachelor's programmes include 30 per cent theoretical classes and 70 per cent practical classes. In master's programmes, the ratio of theory to practice is 50 per cent to 50 per cent. The four years of study in the Bachelor's degree programme in Translation are divided into two stages: the basic stage (years one and two) and the professional stage (years three and four). At the basic stage, the focus is on developing a good academic style and proper teaching methods, basic bilingual skills, improving practical bilingual skills and preliminary translation and interpreting skills. At the professional education stage, the focus is on developing students' practical translation and interpreting skills. The research identifies similarities and differences in the training of translators at universities in the People's Republic of China and other countries. Chinese universities offer two types of translation training programmes: translation and interpreting, while foreign universities offer three types of Master's degree programmes in translation: interpreting, translation and integrated translation and interpreting. In terms of learning objectives, the main learning goals of Chinese universities are mostly macro in nature, mainly serving national and local economic and social development and international exchange, while foreign universities are more focused on the micro level, such as market demand and personal development. It is determined that it would be expedient to use the positive experience of Chinese universities in the process of professional training of translators in Ukraine, namely: regulation of the vocabulary to be mastered by students within different training programmes, introduction of a mandatory unified foreign language test, diversification of training models in terms of combining training at domestic and foreign universities.
