DETERMINING RELEVANCE OF UNDERGRADUATE UNIVERSITY MUSIC CURRICULA TO THE REQUIREMENTS OF SELECTED MUSIC JOB MARKETS IN NAIROBI COUNTY, KENYA

Abstract

The relevance of undergraduate university music curricula to the requirements of the music job market is paramount in ensuring that bachelor of music graduates acquire relevant knowledge, skills, competencies and attitudes to fit in the workplace. However, it is reported that most bachelor of music graduates miss job opportunities or retrain for the same because university music curricula do not match with the dynamic market requirements initiated by technological advancement. The study sought to establish the level of mismatch between undergraduate university music curricula and the requirements of music production, music ensemble performance, and music teaching music job markets in Nairobi County, Kenya. The objectives of the study were: to analyse the content of music production, music ensemble performance, and music teaching in the university curricula in Nairobi County, Kenya; to ascertain job market requirements of music production, music ensemble performance, and music teaching in Nairobi County, Kenya; to determine the relevance of undergraduate university music curricula to the job market requirements of music production, music ensemble performance, and music teaching in Nairobi County, Kenya; to propose a curriculum development model to guide the development and implementation of music teaching and learning at university in Kenya. Elliot’s Praxial theory underpinned the study. The study employed the Validating Quantitative Data Model (VQDM) design. The target population was music production managers, music ensemble performance managers, and secondary music schools principals in Nairobi County with an accessible population of 650. Census sampling was utilized to select secondary music schools principals. Krejcie and Morgan Table (1970) determined the sample size for music production managers, and music ensemble performance managers. Simple random sampling was undertaken to select the participants of the study from each category of accessible population. Five university music curricula from the only two universities offering undergraduate music programs in Nairobi County were selected using purposive sampling. Data was collected using structured questionnaires and document analysis checklist. Quantitative data elicited from the closed-ended items and document analysis checklist were analysed using descriptive statistics and were presented in tabular, and bar-chart form. Content analysis was employed in analysing qualitative data, which was presented in narrative form. Qualitative data was finally merged with quantitative data and utilized as additional information to validate and expand on the quantitative data. The Simple Matching Coefficient (SMC) was established by matching the resultant quantitative data and document checklist. This study contributes to the enrichment of the university music curricula by unearthing additional desired job market skills (in terms of technical, management and ethical values) giving insights to curricula developers, policy makers, music learners and lecturers. The findings indicate that undergraduate university music curricula, to some extent, do not match the requirements of selected music job markets in Kenya. Management and ethical values were missing in the university curricula to a large extent. This study generated a Curriculum Context Relevance Model CuCoReM to guide the development and implementation of music teaching at university in Kenya. The main recommendation, for universities offering music programs in Kenya, is to demonstrate deliberate collaboration with specific music job markets in developing relevant, focused, diversified and context responsive university music curricula. Precisely, a clear and elaborate description of academic and ‘soft’ skills (management skills and ethical values) need to be evident in the course content for focused teaching and learning, and ultimate achievement of music education objectives.