Continuity in the Training of Bachelor, Master, and Doctor of Philosophy / Doctor of Arts in Music Art in Ukraine

The article outlines the issue of continuity in the training of Bachelor, Master, and Doctors of Philosophy / Doctors of Arts in music art in Ukraine. It is based not only on the regulatory framework for the educational process but also on exemplary practices of music and culture and art academies, classical and pedagogical universities (the author had unique experience in accrediting educational programs and licensing specialties while serving as Vice-Rector for scientific, methodological, and organizational activities at the Dnipro Academy of Music). The entrance exam requirements, higher education standards, educational programs, curricula, course syllabi, forms of certification, and the academic and professional rights of graduates are considered. Educational programs in music art are generally universal, considering the features of various specializations (which can be emphasized in the syllabi or course outlines of specific subjects). Music and culture and art academies focus on training practical musicians-performers and composers, as well as artists for concert and theatre institutions. Meanwhile, classical and pedagogical universities offer better prospects for multi-disciplinary and humanities-based education for musicologists and art educators, aligning with their research and worldview mission and reflecting advanced global practices. The first (Bachelor’s) level of higher education is the most well-established, having largely inherited the “soviet” model of specialist training in conservatories and pedagogical institutes. It provides broad (universal) program learning outcomes and competencies (under the specialty and specialization). The second (Master’s) level has been modernized over the past decade, following the adoption of the new Law of Ukraine “On Higher Education” and subsequent amendments. The third (educational-research / educational-artistic) level is currently searching for an optimal model. The second and third levels of higher music education involve focusing qualification theses and creative art projects around specific cultural and historical epochs, artistic styles, art movements, compositional / performance techniques; artifacts of particular countries, centres, schools, or individual artists.