Increasing diversity is a current trend in both Estonian and Finnish society and schools. There have been significant changes in the mass communication systems and international co-operation due to global development and Esto-nian and Finnish membership in the European Union. Schools need to face these changes and music education offers one extremely good forum to bring pupils’ feelings of insecurity, problems of attention and concentration, and needs for intercultural communication or new technology in to action. Music education in schools has an important task in the process of educating pupils not only in musical skills, but also in accepting diversity. One trend in
Fin-nish society in recent years has been decentralisation of administration. In education more power has been delegated to local levels so that they can create their own curriculum and learning environments more effectively. The decision makers need to have more understanding of the power of music at different educational levels to make decisions to increase the teaching of music. Music education has long traditions in the primary and secondary school curricula in both countries. Children can also study music outside the school in a system provided by the education authorities and music is espe-cially popular and well liked. There are special music schools or institutes that cater for children and young people, where they go for one or two les-sons a week after school. Developing co-operation between schools and music institutes in society is regarded as being desirable in order for educa-tion to better meet career requirements.
According to comparative analyses of Estonian and Finnish music syllabi for general comprehensive schools, several common traits can be observed in the structure and selection of the content. However, the process of learning has been differently specified as well as options open to students. The main issue that deserves attention is that in both countries music has been con-sidered an important and compulsory part of general education, which can contribute significantly to development of personality and citizen identity as well as the cohesion of society.
The year 2009 is the jubilee year of the Convention on the Rights of the Child. In 1989, world leaders decided that children needed a special conven-tion just for them because people under 18 years old often need special care and protection that adults do not. The leaders also wanted to make sure that the world recognised that children have human rights too. This conference solemnises the Rights of the Child, especially to the arts and cultural life.
According to article 31, States Parties recognise the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts. States Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity. Music education in basic schools promotes the spirit of the 31st article. Every soci-ety, including Estonia and Finland, is privileged to take care of the quality and innovative development of music education in its schools.
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