Curriculum as a policy instrument for educational (e)quality of music education in Finland

Introduction

The study examines issues related to the implementation of the music core curricula in Basic Education and Basic Education in the Arts. The curriculum is seen as a policy instrument of educational (e)quality. Reviewing its realization and implementation is considered to provide information on the (e)quality of instruction and education. The theoretical framework of the study is curriculum theory. The research project focuses on the written curriculum, the implemented curriculum, the emerging curriculum, the lived curriculum and the hidden curriculum.

When examining the realization of the curriculum, attention is paid, for example, to institution-specific and student-specific policy goals, teaching and learning practices, collaboration with other music / cultural actors and institutions, the consideration of informal learning in teaching, attitudes of educational institutions and teachers and students about the core curriculum and its implementation. In addition, possible hidden curricula and their effects are identified in different contexts. Our methodologically multidimensional research combines both quantitative and qualitative methods. Surveys, observations and interviews are used to collect data covering the whole of Finland. The research project involves several subprojects.