WHAT MATTERS AND HOW IT MATTERS: THE ECONOMIC FRAMEWORK OF MUSIC PEDAGOGY IN NIGERIA

Abstract

Although informed pedagogy is important in Africa musicology. Questions persist, regarding what to teach (contents), when to teach (timing and time frame), what it requires (human and material resources), and where to do it (home or school). It is assumed in this paper that economic recession impacts negatively on attitudes to teaching and learning; whereas some “triumph†under a recessed economy through exploitation of the situation. A close analogy is scarcity of fuel in Nigeria where and when some exploit the situation to enrich themselves.
What informed the content of music education in part includes the content of the policies in succession. Theories of economic growth stress the role of human capital, of which education is principal. The relationship of music education and economic development has long been recognized in various studies; and education is considered a crucial input into the development process. “It is also considered an input into the economic growth, health outcomes, institutional development and trade,†(Gyimah-Brempong, 2010 p. 2). What matters in music education in relation to economy and human development is determined by what education policies have put in place and how directly these have affected music education.