Curriculum devolution under neoliberal pressures: the case of senior secondary music in Victoria, Australia and its international resonances

Under the pressures of neoliberalism, in Australia, the Victorian senior Music curriculum has been diminished. Neoliberal reforms have prioritised accountability, employability, and standardised outcomes, leading to a re-prioritisation of musical content and knowledge. This has led to reductions in musically specific content and increased focus on non-musical transferable skills. Concomitant has been an emphasis on informal processes within formal curricula. Highlighting implications for creativity, cultural diversity, and pedagogical practice, we contextualise changes to the Victorian example with curricula in the UK and US. Findings reveal a global trend toward more balanced, hybrid models integrating formal and informal learning. The findings inform debates on curriculum design, pedagogical practice, and policy development, highlighting the need for balanced approaches that preserve musical depth while accommodating broader educational goals.