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Abstract

This article explores whose voices shape music curriculum development in Germany, Ireland, and Lithuania. Drawing on document analysis and comparative policy review, it investigates whose voices are recognised, consulted, or silenced in national musiccurriculum-making. Curriculum development in each country is examined through three interconnected lenses: historical development, the processes of music curriculum design, and the structures of decision-making, while also considering how stakeholder voices are represented or marginalised within these frameworks. Findings show that all three systems rely on expert-led curriculum design framed by competency-based outcomes, yet differ in how they structure participation. Ireland employs the most open consultative model, Germany reflects fragmented federal governance, and Lithuania maintains strong central coordination. The study highlights persistent gaps between policy rhetoric and meaningful stakeholder influence in music curriculum development.

Keywords

music curriculum development, stakeholder voice, curriculum governance, comparative music education

Publication Date

2026-05-13

Publication Title

Revista Portuguesa de Educação Musica

Volume

152

First Page

1

Last Page

20

Deposit Date

2026-08-27

Funding

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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