The Context of Education Policy in Europe

With the presentation of their paper “meNet Learning Outcomes in Music Teacher Training” the partners for music education (meNet) take a clear stance on the question of the competences that a music teacher should have at his or her disposal.

There are many issues relating to the process of change in both society and educational policy that lie behind this question. Before the process of developing and formulating the “meNet Learning Outcomes” a series of primary documents and educational policy strategies of the EU have been studied (see references).

The following explanations aim, initially, to clarify the nature of the “meNet Learning Outcomes”, especially in the context of European policy. We will explain how the "meNet Learning Outcomes" presented here fit in with the concept of the “knowledge society”, with the European Union's strategies and programmes for academic education, with current educational theories, and with concepts of current music education. In the process these explanations also touch on the importance of music in society: in cultural institutions and especially in the lives of young people, and on the complex but challenging question of the role that music teachers can and should play in this context.

The Lisbon Strategy, the Key Competences, and Schools in the 21st Century

The ‘Lisbon strategy’ aims to turn Europe into “the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion”. It has defined how education and training systems should contribute to achieving this aim. A major target is that all people must have access to education from early childhood right through the lifespan. Opening up attractive education and training systems, and adapting to meet the needs of the various groups concerned, can play an important part in promoting active citizenship, equal opportunities and lasting social cohesion. It is obvious that music education can contribute to this. This can be illustrated by the fact that “cultural expression” is named as one of the eight key competences for lifelong learning in the “Recommendation of the European Parliament and of the Council on key competences for lifelong learning”. When, in 2007, the European Commission launched a large-scale process of consultation on the development of “Schools for the 21st Century” it was perfectly natural that the “Learning Outcomes” group of the meNet project should take a clear stance on the subject. The elaboration of this statement was an important step towards establishing and formulating the “meNet Learning Outcomes in Music Teacher Training”.

Unity in Diversity

One of the fundamental maxims of European development is often apostrophised in the slogan “unity in diversity”. Regarding music education this means respecting the multiplicity of national and regional cultural contexts for the work of music teachers and their training, and of strengthening the practice of teaching and learning in the field of music no matter how much it may vary. Subscribing to this, the “meNet Learning Outcomes", however, aim to put forward points of reference that can be discussed everywhere and could be inspiring and stimulating, with a view to supporting a continuous process of change in educational concepts and the practice of music education.

Two Paradigm Shifts: “From Teaching to Learning” and “From Input-Orientation to Output-Orientation”

There have been two paradigm shifts in the issues relating to teaching and learning – and to the forms and objectives connected to them – that are extremely important for our work on the “meNet Learning Outcomes”. One is the shift from teaching to learning, meaning that the focus in education has shifted away from the dominant figure of the teacher, to the learner as the central protagonist at every educational, didactic and methodological level. So far this shift has only partly found its way into everyday classroom lessons, but there is no doubt that it points the way to how teaching and learning will proceed in the 21st century. The other shift of perspective and attitudes is “From input-orientation to output-orientation”. Whereas, previously, the methods and content of the lessons as set down in syllabuses and curricula were the centre of attention, efforts are now being made to describe what should be achieved at the end of a learning process. Competences, fields of knowledge, abilities and skills that a learner should ultimately possess are being identified, and the question of how the learner is to acquire these – with what specific content, through what forms of learning, and within what period of time – becomes secondary.

The Changed Role of Music and Music-Making

Besides the shift in education policy, changes with regard to the arts in general and to music in particular also have a great effect on teaching and learning in the field of music. This applies to the, as it were, universal presence of music for every human being, the diversity of types and styles of music and music-making, the changing role of the producers and performers of music on the one hand, and that of the recipients or consumers on the other, and the increased possibilities offered to individuals by media and new technologies to work creatively with music.

Enormous Disparity in Music Teacher Training

The forms and content of music teacher training differ enormously in the various countries of Europe. Indeed, we can say that in some countries it is well developed, whereas in others specific training for music teachers is practically nonexistent. In the face of such enormous disparity, making statements on the outcomes of training courses for professional teachers of music that could apply to every music teacher training institution in every European country would seem almost audacious. Yet this is precisely what these "meNet Learning Outcomes" intend to do.

Working with Basic Documents

The Starting Points

As already suggested, the analysis of basic documents on education in Europe generally, and on education in schools and consequently on teacher training in particular, formed an important basis for elaborating the “meNet Learning Outcomes”. In the following paragraphs two documents, or groups of documents that were especially important to the formulation of the present “meNet Learning Outcomes”, are cited and briefly commented on. The first is “The European Qualifications Framework (EQF)”, and the second is a collection of papers from the work of the AEC, including the “AEC Online Bologna Handbook” regarding the “Effects of the Bologna Declaration on Professional Music Training in Europe” and the polifonia project. Numerous other international and national documents such as “Standards and Guidelines for Quality Assurance in the European Higher Education Area (ENQA)” (Helsinki 2005), “Using Learning Outcomes” (Edinburgh 2004), “Quality Assurance in Teacher Education in Europe” (“Eurydice”, 2006) and many more, also formed the basis for elaborating the “meNet Learning Outcomes”; but shortage of space precludes commenting on all of them here.

The “European Qualifications Framework for Lifelong Learning (EQF)”

The “European Qualifications Framework for Lifelong Learning (EQF)”, completed in 2008 after extensive preliminary work and presented by the European Commission, is the most important basic document for the elaboration of the “meNet Learning Outcomes” in the context of the meNet project. It aims to achieve comparability of educational qualifications between the countries of Europe and to foster mobility and lifelong learning. It provides a particularly clear description of the purpose and context of learning outcomes and contains helpful definitions and explanations of every important concept and aspect, especially of “learning”, “learning outcomes”, "qualifications", “competences / key competences”, “non-formal and informal learning”, “quality assurance” etc. In particular the EQF raises the question of how the three categories of learning outcomes described here, namely

·      knowledge

·      skills, and

·      competences in the broader sense (personal and specialist competences)

are to be described individually or in the context of the way they relate to each other.

How the present “meNet Learning Outcomes in Music Teacher Training” resolve this issue will be explained below.

The core of the EQF, the “eight reference levels of learning outcomes”, was ultimately not adopted as a structure of subdivisions. This too is explained below.

The AEC “Learning Outcomes”

The European Association of Music Academies (“Association Européenne des Conservatoires, Académies de Musique et Musikhochschulen”, AEC) has been working for many years at a wide variety of levels to explore the effects of the Bologna Declaration on professional music training in Europe and at the same time to shape those effects. The work of the “Bologna Working Group” is at the heart of these AEC activities. The numerous documents, available in the form of an online handbook, are all extremely important for the work of the meNet project, whether these are the general documents relating to the Bologna Process including the communiqués on its continued development, or those relating to music.

The presentation of “Learning Outcomes for the Training of Professional Musicians” by the AEC was the catalyst that triggered the development of “meNet Learning Outcomes in Music Teacher Training” in the context of the meNet project. The document’s full title is “1st and 2nd Cycle Studies in Higher Education Professional Music Training: Distinctive Characteristics, Modes of Learning and Learning Outcomes”. The document focuses on the learning outcomes formulated for the first and second, and later, third cycles for music studies, divided into the categories “practical (skills-based) outcomes”, “theoretical (knowledge-based) outcomes” and “generic outcomes”; these are structured with the aid of numerous subdivisions such as “skills in artistic expression”, “repertoire skills”, “ensemble skills”, “practising and rehearsing skills” and many more besides.

Further helpful papers have been presented that build on this important learning outcomes document. Among them, special mention should be made of papers in the context of the Polifonia project – and particularly of the “Polifonia-Dublin Descriptors”. In these the general proposals contained in the “Dublin Descriptors” are compared directly with the learning outcomes relevant to music studies.

These documents from the AEC and associated activities provided a solid foundation for the work in the meNet project, enabling the elaboration of the “meNet Learning Outcomes in Music Teacher Training” presented here.

The “meNet Learning Outcomes” in the Context of the meNet Project

The COMENIUS Programme and the Initiative of the EAS

“meNet Learning Outcomes in Music Teacher Training” is one of the central results of the network “Music Education Network (meNet): A European Communication and Knowledge Management Network for Music Education" funded by the European Commission as part of the SOCRATES-COMENIUS programme. This project (2006-2009), with its 27 active partner institutions from 11 European countries and its 90 associate partners, was instigated and coordinated by the European Association for Music in Schools (EAS); the music education network remains active even after the end of the funded project period, principally thanks to its association with the EAS.

The Interlinked Working Groups in the meNet Project

The process of developing the “meNet Learning Outcomes” benefited from meNet’s specific structure. Typical of this structure was the reciprocity between the work undertaken in the overall group and that done in the subgroups. These were the meNet subgroups: 1. Previous and current COMENIUS Projects, 2. Music Education in Schools, 3. Music Teacher Training in the relevant institutions in the countries of Europe, 4. Examples of Practice in Context: examples of music education in schools and music teacher training, 5. Lifelong Learning, 6. meNet Learning Outcomes in Music Teacher Training. The “learning outcomes” group was linked to the other subgroups throughout the entire project phase and the interim results and final drafts were communicated among the groups so that there was a process of mutual stimulus and enrichment. The present “meNet Learning Outcomes” document represents one product of the entire meNet project.

While the “meNet Learning Outcomes” were being developed the interim results and drafts were presented for discussion not only at meNet meetings but also at a large number of regional, national and international conferences. Conscious efforts were made to gather feedback from colleagues in the process and their comments were incorporated into the next deliberations.

Level and Structure of Formulation

The Term “Learning Outcome” and Its Meaning

There is no precise agreement about, or definition of, the term “learning outcome” across Europe or the rest of the world. However, there seems to be some consensus and we noticed that learning outcomes have been commonly defined as statements of what a learner is expected to know, understand and/or be able to demonstrate at the end of a period of learning. This definition gave us direction in formulating learning outcomes for music teachers, however there are some comments to be made.

The Bologna process aims to develop a European system for higher education in which learning outcomes for all courses of study, including music teacher training, in the different countries of Europe, are comparable. The learning outcomes, formulated in this sense are to make it easier for the teacher training institutions in the countries of Europe to review and revise their curricula in relation to the Bologna process. Learning outcomes describe which abilities and competences are to be reached at the end of the course of studies instead of defining the content of curricula. In this spirit, learning outcomes are not guidelines or binding policies for teacher training institutions, but provide impulses for the reform of curricula. From this perspective we have tried to formulate feasible outputs and hope to present a document which can be used practically for reforming music teacher training programs.

The Connection Between Knowledge and Skills as well as Between “Musical” and “Didactic”

Concerning this utility, two important decisions have been made. First we have tried as much as possible to combine skills and knowledge. Although knowledge can theoretically be described as isolated from skills, we consider both as entwined. Knowledge is important but has to be seen in the perspective of abilities. Secondly, we have combined musical and didactic knowledge and skills because teachers have to apply their musical expertise in the context of music teaching. Here again both aspects are closely connected and should not be seen as separate issues.

Music Teacher Training in Very Different Conditions

Learning outcomes are descriptions of the results of study reached at a certain stage of professional development within a process of lifelong learning. This certain stage is the point at which the student teachers are formally (e.g. by certification) qualified as teachers. We are aware of different circumstances in this respect in the different countries.

Music teacher training is provided in very different educational institutions, such as universities, pedagogical colleges, Music Academies, or special teacher training institution. This means that the “Learning outcomes” can only be formulated at quite a high level of abstraction. Too concrete determinations would not reflect, or be of use to the very different conditions of music teacher training amongst the European countries.

During the process of formulation it turned out to be impossible to describe learning outcomes for music teachers at different levels as is shown in, for instance, the outcomes for musicians formulated by the AEC. Music teacher training is offered either at bachelor or masters level, or – as in some countries – at both levels. We decided to describe “meNet Learning Outcomes” on one level.

We are aware that we have not addressed the general class teacher who teaches music alongside other curriculum subjects. In most countries music teacher training for primary education is often included in the teacher training for generalists and such training does not aim to address the depth and range of competences expected of the specialist music teacher. Further work is needed to investigate the musical and music didactic training of generalist primary teachers.

The Content of the “meNet Learning Outcomes”

Taking a Position

Formulating learning outcomes on an abstract level and applicable to all kinds of situation runs the risk of being too global. On the basis of feasibility and the idea of giving direction to music teacher training, we take some position in the formulations. We believe that there are certain fundamental aspects which are essential for music teacher training e.g. the need for artistic training (such as playing an instrument, singing, working with ensembles), areas of knowledge related to music, and practical experience in schools. These aspects are explained in this section.

Active Music Learning in Formal and Informal Contexts

Music education should reflect music and musical practices and their current existence in society. This means that learning music is diverse, active and dynamic.

It is obvious that music is not only learned in formal educational institutions. Musical activities outside the general education system are an important contribution to the musical development of people. In all countries in Europe lively music sectors exist outside of formal educational institutions and structures. This may consist of music schools, village orchestras and bands for festivals, church choirs or HipHop sessions with friends, but also other activities like educational projects offered by concert halls, local choirs, etc. These non-formal music education activities contribute not only to the musical development of amateurs but also to the development (musically, personally and professionally) of professional musicians and music teachers. It is important for the development of curricula that the connection between formal and non-formal music education should be taken into account. This means that competences for music teachers should also include the skills and knowledge which are concerned with connecting in and out of school learning.

Musical Expertise for Teachers

Another issue is concerned with our opinion on teaching and education in relation to musical expertise. The teacher has a complex professional role. He or she is expected to be an expert in subject matter, didactics, organisation, communication, etc. Concerning subject matter there is a common view that this is an indispensible factor. However, one can discuss to what extent and with what content musical expertise is important. The quality of music education is strongly related to the musical qualities of the teacher. Music has to be taught musically and teachers who are teaching musically have high expectations of their students. However, music teachers should not have to be high level performers. They should be able to help children to develop their capacity to make music, reflect on the music in which they are engaged, express their views on the music they play, hear or create, speak about and listen to music. This capacity asks for musical expertise within an educational context. For this reason we see musical and didactic skills and knowledge as entwined.

One major characteristic of learning is that the learner has an active role in the process of understanding, incorporating and applying skills and knowledge. Teaching should facilitate learning processes in which a balance occurs between guided, independent and self-directed learning. It is also important for teachers to have expertise to adjust their teaching to the learner’s needs.

Being a Music Teacher in a Process of Lifelong Learning

As in other professions, teachers are not expected to be fully rounded experts when they finish their initial studies. Cultural, musical and educational environments will all definitely change in the future; and besides this, developing expertise in teaching is an ongoing process of lifelong learning. For this teacher training implies a learning environment in which students can be trained to function effectively in a continuously changing educational practice. In our “meNet Learning Outcomes” we emphasise the development of knowledge, skills and attitudes concerned with lifelong learning. Related to this we would add that this reflective attitude not only helps to improve their capacity, but it will also contribute to the development of music education.

 

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