Whose voices are heard in music curriculum development? A comparative Study of Germany, Ireland and Lithuania

This article explores whose voices shape music curriculum development in Germany, Ireland, and Lithuania. Drawing on document analysis and comparative policy review, it investigates whose voices are recognised, consulted, or silenced in national music-curriculum-making. Curriculum development in each country is examined through three interconnected lenses: historical development, the processes of music curriculum design, and the structures of decision-making, while also considering how stakeholder voices are represented or marginalised within these frameworks. Findings show that all three systems rely on expert-led curriculum design framed by competency-based outcomes, yet differ in how they structure participation. Ireland employs the most open consultative model, Germany reflects fragmented federal governance, and Lithuania maintains strong central coordination. The study highlights persistent gaps between policy rhetoric and meaningful stakeholder influence in music curriculum development.