Editorial

ABSTRACT

Following hot on the heels of the Department for Education's controversial ‘Model Music Curriculum' came a ‘research review' from Ofsted, the Office for Standards in Education, Children's' Services and Skills' – the government body responsible for inspecting providers of education and skills, and in the middle of the school summer holiday, the Department for Education published a report on their public consultation about music education in England, carried out in early 2020, just before the Covid-19 pandemic impacted our daily life. Moving to Higher Education, Ronel de Villiers' article ‘The Force Field Model applied to a Music Education teacher training framework in a South African context' explores Music teacher education through four inter-related and dynamic forces (contextual, institutional, biographic and programmatic). [...]we hope all of our readers stay safe, and that music education continues to be a force for good in the rapidly changing world in which we live.