ABSTRACT
The social framework reflects aspects of Colombian higher education in music, because most university music programmes educate music teachers; however, both teaching and music majors graduate and face the job market as performers, conductors, cultural entrepreneurs, arrangers and composers, among other profiles. Transformations are required in the epistemic and academic structures of institutionalized university programmes – public or private, technical or technological. In Colombia most higher music education programmes are based on teacher training. The National Service of Learning is the only public institution in the country with an exclusively technical/technological approach, which is known in Colombia as education for labour and human development. The Ministry of Culture – in agreement with the Ministry of Education – also states that different types of music training are required, regardless of the traditional/existing offerings from conservatories or universities. Three groups were selected as representative of the institutional agents, as such: students, graduates and teachers from the bachelor's programmes in Music Education.
