TRANSVERSAL COMPETENCES IN HIGHER EDUCATION CURRICULUM OF POPULAR MUSIC STUDIES IN SCOTLAND: CURRENT FRAMEWORK, PROBLEMS AND FUTURE POTENTIAL

Authors

  • Lana Franceska Dreimane Scientific Institute of Pedagogy, Faculty of Education, Psychology and Art, University of Latvia, 76 Jurmalas gatve, Riga, LV-1083, Latvia

DOI:

https://doi.org/10.46827/ejes.v0i0.1050

Keywords:

transversal competencies, higher education, curriculum, popular music, Scotland

Abstract

Transversal competences - alternatively referred as ‘21st century skills’ and ‘key competencies’ is a term rigorously discussed within the international research and education community since the beginning of the century. However, two major challenges remain, such as how to efficiently integrate the concept of transversal competencies into existing programmes, as well as how to assess transversal competences across the curriculum. It is important to recognise the potential for applying the concept of transversal competences to popular music curricula, as this multidisciplinary field combines all three aspects: broader creative sphere (musicianship, composition, cultural and contextual analysis); social sphere (economics, sociology, anthropology, history, communications and management), and technologies. This multidisciplinary fusion of spheres opens the possibility of applying the findings of this inquiry to curricula of other fields. Thus, resulting in the frame of reference for integration and assessment of transversal competencies into existing curricula of creative higher education. The geographical scope of this discussion is limited to Scotland. However, contextual analysis of EU policy documents and global social tendencies will be discussed. This inquiry aims to examine the current framework, problems, and future potential of transversal competences in popular music higher education programmes across Scotland. The primary goal of this study is to assess the programmes in connection with the integration of the transversal competence approach, particularly the progress, the limitations and the future potential.

 

Article visualizations:

Hit counter

DOI

References

Amadio, M. (2013). A rapid assessment of curricula for general education focusing on cross-curricular themes and generic competences or skills. Background paper for EFA Global Monitoring Report, 14. (http://www.icet4u.org/docs/225939e.pdf)

Cedefop. (2008). Terminology of European Education and Training Policy. Luxembourg: Office for Official Publications of the European Communities

Cepic, R., Vorkapic, S. T., Loncaric, D., Andic, D., & Mihic, S. S. (2015). Considering Transversal Competences, Personality and Reputation in the Context of the Teachers' Professional Development. International Education Studies, 8(2), 8.

Daymon, C., & Holloway, I. (2010). Qualitative research methods in public relations and marketing communications. 2nd Edition. Abingdon, Routledge.

Delors, J. (1998). Learning: The treasure within. Paris, UNESCO.

Eriksson, P., & Kovalainen, A. (2015). Qualitative Methods in Business Research: A Practical Guide to Social Research. 2nd Edition. London, Sage.

Faure, E. (1972). Learning to be: The world of education today and tomorrow. Paris, UNESCO.

Ghauri, P., & Grønhaug, K. (2005). Research Methods in Business Studies. London: FT.

Halász, G., & Michel, A. (2011). Key Competences in Europe: interpretation, policy formulation and implementation. European Journal of Education, 46(3), 289-306.

Organisation for Economic Co-operation and Development. (1994). The Curriculum Redefined Schooling for the 21st Century (Redéfinir le curriculum: Un enseignement pour le XXIe siècle). Paris, OCDE.

Pepper, D. (2011). Assessing key competences across the curriculum—and Europe. European Journal of Education, 46(3), 335-353.

Stanton, G., & Bailey, B. (2004). Fit for purpose? Sixty years of VET policy in England. Balancing the Skills Equation: key policy issues and challenges for policy and practice, 13-33.

Tawil, S., & Cougoureux, M. (2013). Revisiting Learning: The Treasure Within–N° 4–Assessing the impact of the 1996 ‘Delors Report’. Paris, UNESCO.

Thomas, G. (2013). How to do your research project: A guide for students in education and applied social sciences. London, Sage.

Downloads

Published

2017-09-21

Issue

Vol 3, No 10 (2017)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).