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

Lana Franceska Dreimane

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.

 

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Keywords


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

References


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