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3.1.2 Institutional issues At institutional level too there are many issues which function as factors that either challenge or enable international mobility and cooperation activities. An important hurdle to international mobility and cooperation is the lack of up-to-date information regarding educational systems in other countries, which hinders comparability and therefore recognition of studies. This is particularly the case in situations where students seek access to study programmes with studies or qualifications already completed in their home country. Despite the existence of various recognition tools, such as credit points, transcripts and learning agreements, it is ultimately the responsibility of institutions to take responsibility for the recognition of international mobility. A similar responsibility to recognise previous studies obtains when admitting foreign students to any of the three cycles. This recognition can be complicated by a lack of knowledge of other national higher music education systems. In addition, institutions sometimes show inflexibility in programme design: for example, progressive full year (or even full programme) courses with strict course sequences may be a hindrance for shorter periods of mobility, such as semester or year abroad periods. Some programmes are very full and show a lack of modularisation. The ‘Mundus Musicalis’ working group also identified an inflexible attitude on the part of institutions towards recognising studies before and after the mobility period. This was often the result of poor agreements on the content of the study period beforehand and an inconsistent attitude towards the recognition afterwards. In institutions using a grading classification based on student performance throughout the entire programme, the performance of the student on his/her study abroad period is often not included. Another significant hurdle to international mobility and cooperation is the diversity of programme lengths and progression from one country to another, which makes the comparison and the recognition of studies more difficult and demands of students a high degree of adaptability. Finally, there is a considerable variety of approaches and levels of access to education, particularly into the first cycle. Music training at the pre-tertiary level differs strongly from country to country, but the same is the case in relation to mobility from one cycle to the next. Among the issues enabling international mobility and cooperation, it is important to mention that the amount of information available on educational systems and approaches has significantly increased thanks to studies realised worldwide, such as the information collected by the ‘Mundus Musicalis’ working group on higher music education systems in 36 countries. These descriptions can assist institutions to find information about systems in other countries, e.g. when they are faced with the admission of a student from a country about which little or no information is available. The availability and dissemination of such information contributes to an increased understanding of various educational systems and approaches by stakeholders in different countries of the world.



See §4.3.3. for more information.

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Higher Music Education a Global Perspective  
Higher Music Education a Global Perspective  

‘mundus musicalis’ working group HigHer music education: a global perspective AEC PUBLICATIONs 2008 The Mundus Musicalis project has been fu...

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