In the process of improving school and education systems, curricula assessment and revision is proved of high importance. The comparative study of curricula from other countries can influence educational reforms decisions at a national and local-regional level, either in a productive way or by conflicting processes, ignoring the educational conditions of a country. In this paper, the findings from comparative research regarding the official music curricula from Greece, Sweden, and Japan, will be presented. The benchmarks are based on a current literature review. Similarities and differences among the three curricula will be considered in relation to the specificity of the educational systems and the cultural context of each country and the importance of music education, as well. Finally, efforts will be made to detect borrowing practices and the case of curricula inclusion into a common standard. This study is based on the premise that we better understand a curriculum when we study it compared to others, as education policy's hidden aspects emerge, and educational application alternatives are offered.
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In-Text Citation: (Kokkidou et al., 2021)
To Cite this Article: Kokkidou, M., Kondylidou, A., & Mygdanis, Y. (2021). Music Curricula of Greece, Sweden and Japan: Comparative Study and Reflections. Multilingual Academic Journal of Education and Social Sciences, 9(1), 176–196.
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