A Comparıson of Musıc Educatıon Polıcıes In Türkiye and Europe

Abstract

The aim of this study is to examine music education policies in Turkey and Europe from a comparative perspective, revealing the fundamental similarities and differences in the dimensions of curriculum and governance, teacher training and professional capacity, measurement and evaluation, and equal access and inclusion. The research is designed as a review study based on document analysis, a qualitative research approach. Within the scope of the study, music education curricula and related policy documents published by the Ministry of National Education in Turkey, as well as art and music education reports published by Eurydice, the European Commission, and UNESCO at the European level, were examined. The examined documents were analyzed using a descriptive and interpretive approach within the framework of the determined themes. The findings show that music education in Turkey and Europe is included in education policies for similar reasons: cultural transmission, aesthetic development, and supporting students' multifaceted learning processes. However, it is observed that the reflection of these aims in practice differs depending on governance models, teacher capacity, and resource allocation. In Turkey, while the centralized curriculum structure ensures program integrity and clarity of objectives, it is understood that the quality of implementation is largely shaped by the physical facilities of the school and the competence of the teachers. In European countries, more flexible and locally differentiated policy approaches are prominent; this allows for innovative practices, but can create differences in terms of equal access and continuity.

In conclusion, the position of music education within education policies cannot be explained solely by its inclusion in the curriculum. Strengthening teacher training and professional development opportunities, aligning measurement and evaluation approaches with pedagogical goals, and developing policy tools that support equal access are considered fundamental priorities for the sustainable and high-quality implementation of music education.