The Need for Training Music Educators in South African Public Schools: Lessons from Choral Competitions

Music education in South African public schools is often regarded as an enrichment program rather than a core subject, with many schools unable to offer the subject due to limited resources and a lack of trained music educators. In cases where schools do engage, instruction is frequently led by teachers without formal music training within the arts and culture subjects, which include drama, music, dance, and visual arts. One prominent initiative that forms part of enrichment programs is the South African Schools Choral Eisteddfod (SASCE), which aims to nurture musical talent and preserve choral traditions. This study explores the impact of SASCE within the Department of Basic Education (DBE), focusing on its contributions to music education, the challenges faced by participants, and the effectiveness of teacher training. The study used a qualitative methodology, drawing on interviews with teachers, conductors, composers, and program coordinators as the primary data source and on a literature review as the secondary data source. Findings highlight that Black learners, who make up the majority of public schools and the biggest pool of participants in the SASCE program, including learners with disabilities, farm schools, and schools from communities of color deserve adequate music education in public schools.