scholarly journals Fostering Meaningful and Creative Connections in Higher Education: Contributions from Music Education

2021 ◽  
Vol 17 (26) ◽  
pp. 27
Author(s):  
Milhano Sandrina
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Informal Education ◽  
Higher Education Institutions ◽  
Narrative Approach ◽  
Musical Experience ◽  
Music Participation ◽  
Music Program ◽  
Individual Accounts ◽  
Professional Interactions

This paper focuses on contributing to the reflection on the importance of providing opportunities to foster meaningful and creative connections in higher education. In a context of growing plurality, heterogeneity and diversity of backgrounds, languages, cultures, identities, roles, and purpose influences the sociocultural relations and professional interactions that occur and are formed within higher education communities of knowledge and learning, which are explored from the perspective of music education. A narrative approach on participant’s views about their participation in an elective music program was developed inside the framework of informal education. Issues that were discussed the most across the datasets by participants individual accounts are expressed through themes that fall into three broad areas: previous musical experiences, significant influences for music participation, and perceptions of the participation in the music program. Results suggest that the informal music program provided participants with a context for a safe emotional, social, cultural, and musical experience, and thus heterogeneity and diversity are seen as enriching factors. Some considerations are made on the ways through which music can help to foster connections and sense of humanity in higher education. This provides some insights into the relevance of fostering musical participation as part of the cultural responsibility of higher education institutions for participants.

Features of teaching the discipline "Didactics of higher education" in non-pedagogical specialties

2019 ◽  
Author(s):  
Anna Stareva
Keyword(s):  
Higher Education ◽  
Informal Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Professional Activity ◽  
Education Students ◽  
Professional Programs ◽  
Process Formation ◽  
The Future ◽  
Student Training

The author reveals the necessity of introducing into the educational and professional programs of preparation of masters of non-pedagogical specialties of the discipline "Didactics of higher education". Formation of pedagogical competences of the teacher of the higher school will allow the future specialists professional activity in the institutions of higher education. The article reveals the essence of didactic competence and peculiarities of its formation in higher education students in the current conditions of organizing the initial process. The competency approach should permeate all aspects of student training. Therefore, a special (didactic) competence should be included in the list of the graduates' learning outcomes. The didactic competence is the ability to apply knowledge of psychology and pedagogy (didactics) in the educational process of higher education institutions. In the orientation of the educational and professional program of the master of non-pedagogical specialties it is necessary to enter competencies that allow him to engage in teaching activities. General competences add to the ability to carry out pedagogical activities using innovative educational technologies, and special competences add to the ability to organize the educational process and carry out scientific research in order to solve topical problems of the theory, methodology, organization and practice of higher education students. One of the most important compulsory (normative) disciplines that enable the future specialist to teach special and professional disciplines in higher education institutions should be "Didactic of Higher Education". This is the main feature of forming didactic competence in higher education institutions. But the competent approach in higher education does not come down to a separate discipline, but because the phenomenon of integral and dynamic develops in the process of formal, non-formal and informal education and is in constant development and self-development. All stages of preparation of the master of non-pedagogical specialties for teaching activity should be directed on achievement of the main purpose of the educational process — formation of pedagogical competences of applicants of higher education.

Educational Policy Reforms and the Politics of Music Teacher Education

2015 ◽  
pp. 77-90
Author(s):  
Gabriel Rusinek ◽  
José Luis Aróstegui
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Music Education ◽  
Higher Education Institutions ◽  
Compulsory Education ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Policy Reforms ◽  
Music Teacher Education ◽  
The Impact

This chapter discusses the politics of music teacher education in relation to the major policies that transnational institutions are promoting virtually all over the world, in relation to national curricula reforms and in relation to the programs developed by higher education institutions. The first section copes with the impact of international organizations on the reforms of national curricula based on an economic rationale and on the shaping of a new role for music and arts education in schools. The second section discusses to what extent higher education institutions in charge of teacher education are assuming these curricular changes. The final section contends that music teacher education programs should consider three major issues to foster social justice: (1) the quality of programs from an educational perspective; (2) the demise of music education as part of compulsory education; and (3) the acknowledgment of politics in music education and music teacher education.

scholarly journals PROSPECTS FOR THE DEVELOPMENT OF THE PROFESSIONAL QUALIFICATIONS SYSTEM IN HIGHER EDUCATION

2021 ◽  
Vol 49 (2) ◽  
pp. 63-71
Author(s):  
Dmytrychenko M ◽  
◽  
Tokin O ◽  
Kharchenko A ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Learning Outcomes ◽  
Informal Education ◽  
Higher Education Institutions ◽  
Educational Programs ◽  
Professional Standards ◽  
Educational Activity ◽  
Professional Competencies ◽  
Professional Qualification

The article is devoted to the problematic issues of integrating professional competencies into educational programs of higher education institutions. It is substantiated that the relationship between educational and professional standards should be deepened, which will ensure a balance of knowledge of applicants obtained during training in higher education, and requirements for jobs, achieving the necessary program learning outcomes that will be implemented in the labor market as effective human capital. The object of research in the article is the professional qualification of higher education students, integrated into the educational programs of higher education. The purpose of the study is to determine the prospects for the development of the system of professional qualifications for the quality implementation of professional competencies in educational programs of higher education institutions. The article performs a theoretical and analytical analysis of the prerequisites for the introduction of professional competencies in educational programs of higher education institutions. It is determined that professional qualifications should be awarded by a higher education institution on the basis of appropriate professional standards, which in turn reflect a person's ability to perform a certain set of tasks and responsibilities defined by the relevant profession. It is established that for the assignment of a certain educational or professional qualification it is necessary to have: an appropriate standard; the state (institution) authorized to assign the appropriate qualification; rules (procedure) for assigning a qualification, which includes criteria for assessing the achieved program learning outcomes. It is determined that the current challenges for the development of professional competencies and the creation of appropriate standards are the reorientation of the labor market in connection with the emergence of new qualifications; development of lifelong learning trends; creation of new preconditions for licensing of educational activity of higher education institutions; high requirements for the quality of higher education in higher education and for professional qualifications in the labor market; the need for cross-border recognition of educational and professional qualifications; development of non-formal and informal education. The main perspective steps for the development of the system of professional qualifications for high-quality implementation in higher education curricula are outlined, which include: international recognition of the adopted the National Qualifications Framework, creation of new generation educational standards, establishment of uniform requirements for recognition of professional experience. comparison of educational and professional qualifications, adoption of the Procedure for recognition in Ukraine of professional qualifications acquired in other countries, determination of an effective mechanism for recognition of competencies acquired in nonformal and informal education, creation of an effective register of qualifications, support of dual education 70 development, monitoring of education qualifications, approximation of professional qualifications to Multilingual Classifier of European Skills, Competences, Qualifications and Professions (ESCO). KEY WORDS: PROFESSIONAL QUALIFICATION, HIGHER EDUCATION, STANDARD, EDUCATIONAL PROGRAM.

Collaboration for Music Teacher Education between Higher Education Institutions and K-12 Schools

1995 ◽  
Vol 43 (1) ◽  
pp. 47-59 ◽  
Author(s):  
M. Kent Gregory
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Music Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
The United States ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Music Faculty ◽  
K 12

This study's purpose was to investigate the extent and nature of collaboration for music teacher education between K—12 schools and higher education institutions across the United States. A survey was used to gather data from a stratified random sample (n = 204) of the 813 higher education institutions offering music education degrees. The findings indicated that 96.77% of colleges/universities collaborate with K—12 schools in some form, but the degree of collaboration varies widely. Higher education music faculty respondents reported a broad range of benefits to students, faculty, the higher education institution, and the K—12 schools. Communication, shared decision-making, funding sources, faculty rewards, trends, and reasons for collaboration were examined. An analysis of variance revealed significant relationships between the degree of collaboration and (a) the number of music education majors, (b) the institution's size, and (c) graduate study in music education.

scholarly journals ICT-BASED STUDENT ENTREPRENEURIAL PROJECTS ANALYSIS OF SYSTEMATIC SUPPORT AND EVALUATION OF STUDENT INTEREST

2021 ◽  
Vol 18 (32) ◽  
Author(s):  
Dragana Preradovic ◽  
Ljubiša Micic
Keyword(s):  
Higher Education ◽  
Career Choice ◽  
Informal Education ◽  
Higher Education Institutions ◽  
University Education ◽  
Modern World ◽  
System Support ◽  
Student Interest ◽  
Significant Discrepancy ◽  
Banja Luka

In today’s modern world, more than ever before, students are faced with entrepreneurship based on the use of information and communication technology (ICT) as a reasonable and justified career choice. Whether their career choice would be successful or not depends a lot on the level of system support through entrepreneurial ecosystem during their education.The main objective of this paper is to present the current assessment, indicate the problems and possible solutions regarding the entrepreneurial infrastructure, culture and potential of higher education institutions in Banja Luka, Bosnia and Herzegovina. To achieve this, we have researched the level of the system support to students for development and launch of their ICT based start-ups during and after their university education respecting different educational profiles and demographic characteristics.The research covers the sample of 436 students from seven higher education institutions in Banja Luka at their bachelor studies and includes focus groups, survey, descriptive and inferential statistical methods.We have found significant discrepancy between university ICT programs and infrastructure and student needs. For instance, a quite large number of students interested in ICT industry attended some kind of informal education from this domain and at the same time they were unaware that those and similar programs were freely available at their universities. In this paper we have identified those and similar gaps and compared our research results with similar results in other countries.

Associations Between Musical Participation and Young Children’s Prosocial Behaviors

2019 ◽  
Vol 67 (4) ◽  
pp. 399-412
Author(s):  
Beatriz Ilari ◽  
Susan Helfter ◽  
Tina Huynh
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Prosocial Behaviors ◽  
Prosocial Skills ◽  
Music Participation ◽  
Early Childhood Music ◽  
Music Program ◽  
Formal Program ◽  
Prosocial Tendencies ◽  
Music Education Programs

Collective music making has been associated with the emergence of prosocial behaviors in children and adults. Yet, the associations between participation in early childhood music education programs and prosocial skills in young children remain elusive. The purpose of this exploratory study was to examine how children with varied amounts of music participation—in a formal program and in the home—performed in two prosocial tasks (i.e., instrumental helping and sharing) and how their parents rated their prosocial tendencies and interests for music. Thirty-six children (ages between 3 and 4 years) with varied amounts of participation in an early childhood music program completed prosocial tasks of instrumental helping and sharing. Results indicated that there were no significant age or sex differences in children’s prosocial responses. Instrumental sharing was positively correlated with time spent in the music program. Sharing scores, in turn, correlated with children’s active musical participation and parental prosocial ratings. These findings are discussed in light of theories of musical and prosocial development in childhood.

DECENTRING AND DISMANTLING: A CRITICAL AND RADICAL APPROACH TO DIVERSITY IN TERTIARY MUSIC EDUCATION

Tempo ◽  
2020 ◽  
Vol 74 (294) ◽  
pp. 65-76
Author(s):  
Joanna Ward
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Tertiary Education ◽  
Higher Education Institutions ◽  
Value Systems ◽  
Recent Experience ◽  
Music Making ◽  
The Uk ◽  
Radical Approach

AbstractThis article is a response, informed by my own recent experience of tertiary education in the UK, as well as my work as a composer, performer, researcher and activist, to the collection of articles published in TEMPO 292 addressing issues of diversity in music-making and tertiary music education in Australia. Though interventions have been successful in achieving better gender representation across musical contexts in Australian higher education institutions, I bring into question the long-term legitimacy of such empirical or revisionist approaches. Drawing on a range of feminist, poststructural, queer, and decolonial thought, I explore how conventional approaches to tertiary music education – both in terms of pedagogical methods, as well as assumed or prioritised content – enforce hegemonic and exclusionary value systems, hierarchies, ontologies and epistemologies. I also problematise some of the ways in which neoliberal and capitalist frameworks have become embedded within tertiary music education and advocate a process of destabilising and decentring assumed parameters, outlining how a critical, political and radical approach to music education might look.

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