PQ reply 6650. Ms Usha Chandradas: To ask the Minister for Culture, Community and Youth whether the Ministry has plans to further refine the Skills Framework for Arts (Arts Education) such that the general skill sets required for professionals in the Education Track and Research Track are defined in a more targeted way in relation to each of the specific fields of dance, literary arts, music, theatre and visual arts.
The Skills Framework for Arts is intended to create a common skills language for the arts education sector, instead of being specific to artforms.
2. The work functions, skills, competencies, and benchmarks have therefore been articulated broadly, so that they can cater to different settings, artforms, and student profiles. Examples of these technical skills and competencies include artform pedagogy, arts curriculum design, and vendor and partnership management for arts educators, and artform history and culture and project management for arts researchers.
3. Approaches to arts education and research will vary across and even within artforms. Users of the Skills Framework, whether they are individuals, employers, or training providers, should customise the information provided in the Framework to their specific contexts. To illustrate this, NAC and SSG have included real-world examples of how these general competencies are applied by arts educators, contextualised to their own artforms and informed by their artistic practices. These case studies were drawn from a study by the National Institute of Education that was commissioned by NAC as part of the Framework development process.
4. NAC and SSG will review the Framework periodically to ensure that it remains relevant and applicable to the industry and our practitioners.
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