Both AEC and NASM conducted a survey among their respective memberships in order to have an overview of the current activity and practices in transatlantic cooperation, such as student and teacher exchanges, master classes, research projects, intensive programmes, and other activities. Although many institutions are involved in one or other kind of transatlantic cooperation, results also suggest a rather informal character to these cooperations. To give an idea of collaborative initiatives that involve European and American institutions for professional music training, examples of good practice were assembled. A selection of these has been included in this document.
Exchanges of Students and Teachers
Together with the European movement toward closer cooperation on economic, social, and political levels in the second half of the 20th century, the European Community created mobility funding programmes to encourage international exchanges by youth and students. The very first European project in professional music training financed by a European programme was established in 1989, it was followed by many more. This paper describes the developments in exchange activities in Europe and the role of the AEC in these.
The institutional benefits of being involved in international exchange are numerous; they are certainly not limited to broadening horizons of individual teachers or students participating in international activities. Besides the enrichment of the internal culture of an institution, the external image of an institution can be improved by an increased international character. Arguments for involving your institution in international exchange are provided in this paper.
Addressing the special characteristics and needs of professional music training, this extensive document provides assistance for the development, implementation, and maintenance of international exchange activities in music institutions. It includes approaches to internal and external procedures and describes in detail the preparation, implementation, and evaluation phases of an international exchange programme.
Once your institution has decided to get involved in transatlantic cooperation, there are many issues of a practical nature to be taken into consideration. Whether such cooperation should be documented in a formal contract, whether this should be bilateral or multilateral, and what will be the financial consequences are among the issues discussed in this document. Further themes in this guide are possible sources of funding, application procedures, recognition issues, credit transfer and health, insurance, and visa matters.
Why should I do an international exchange? Do I have to do an audition? What are the language requirements? Can I choose my teacher? Should I follow courses in addition to my main instrument classes? Will I receive recognition at home for my study period abroad? Do I have to pay tuition fees abroad? What about examinations? These and other questions for students interested in a transatlantic exchange are listed and answered in this document.
Why should I do an international exchange? How do I go about organising an exchange? How long should I go and when? How many students will I teach? Should I perform a concert? Do I get an additional teaching fee to do an exchange? What can I do in addition to teaching? These and other questions for teachers interested in an exchange period abroad are listed and answered in this document.
Ten points that need to be considered about quality comparability when developing exchange programs institution to institution.
Examples of Application Forms, Financial Declaration Form, and Bilateral Agreements
Recognition of Qualifications
Variation in number of years, a more general or specialist character of qualifications, different titles, and educational systems form challenges to the reciprocal recognition of qualifications between the United States and Europe. Academic and professional recognition in both Europe and the US are discussed in this paper, including an overview of regulated professions in music in all European countries and the United States.
Joint course or curriculum collaboration takes the concept of exchange to a level well beyond giving individuals working in one institution opportunities to study or teach in another. This brief analysis explores the potential for joint efforts in the creation and the operation of educational programmes and/or their component parts.