Learning Progressions and Competency–Based Approach in Higher Music Education: A Critical Analysis of the Curriculum in Interpretative Specialties

Abstract

This study analyzes the application of the competency–based approach in the syllabi of the interpretative specialties at the National University of Music of Peru (UNM), within the context of the recent curricular reform driven by the institutional licensing process. The research is framed within the critical–interpretative paradigm and adopts a qualitative approach, with an exploratory scope and a descriptive-interpretative character. A single instrumental case study design was employed, integrating a thematic documentary analysis of the syllabi from twenty–two instrumental specialties and structured interviews with three administrators involved in curricular management. The findings reveal a partial and unsystematic implementation of the competency– based approach, characterized by limited pedagogical grounding, low faculty participation, and weak alignment with the graduate profile. The most significant finding was the absence of learning progressions among instrumental training courses, as well as imprecise learning outcomes, which hinder formative planning, the gradual development of competencies, and the creation of coherent assessment instruments. It is concluded that a comprehensive review of curricular instruments and the strengthening of institutional pedagogical leadership are necessary to consolidate an articulated, participatory, and effectively competency–oriented academic management model in higher music education.