Instrumental pedagogy in the context of political regime change: A systems view to Estonian music schools’ curricular adaptability

This research examines how Estonian music school system––established in its current form during the Soviet occupation––has adapted to the country’s increasingly liberal society following re-independence in 1991. While general education in Estonia has undergone several substantial reforms and curriculum changes over the past three decades, many music school curricula continue to prioritise talent development and high-level technical skills over the inclusive, student-centred aims articulated in the legislation governing music schools.

Focusing on 86 mostly publicly funded music schools that serve approximately 11,000 students, this research addresses the systems-wide need to transform curriculum thinking, pedagogy, and leadership in European music schools, taking Estonia as a specific context with historical, geopolitical, and socio-educational relevance.

Previous research supports the hypothesis that the current situation in Estonia is shaped by the interplay between a rapidly transforming society and its shifting values and political priorities, leadership challenges within the often individualistic and siloed teaching culture of music schools, instrumental teachers’ limited pedagogical training, and a lack of sociologically and societally informed research in music education at the university level. This research seeks to explore whether and how the current system meets the needs of a democratic society with justified expectations of accessible and democratic extracurricular education.

Kaisa Johanna Vähi is a doctoral researcher in the Research Study Programme at the MuTri Doctoral School. Her studies are funded by the Estonian Ministry of Education and Research, Estonian Education and Youth Board, and Kone Foundation.

Keywords:

• post–Soviet
• political regime change
• music school
• policy
• systems thinking
• Estonia