Since the introduction of the National Plan for Music Education there have been significant changes in music education within England. Whilst some celebrate figures that report increased access and engagement, many teachers and others continue to have legitimate concerns regarding the quality of the music education on offer in schools and Music Education Hubs. There are concerns that the provision of music education is incoherent and patchy across the country. Many would argue that the opportunity to access high‐quality music education has become a ‘postcode lottery’. There is a sense that the fragmentation of music education as a result of curriculum reforms and the diversity of approaches taken by Music Education Hubs and other bodies has significantly enhanced this incoherence. This article seeks to review the policy and practice of music education in England over the last 10 years. It draws on recent research from various sources and maintains a particular focus on government policy and the consequences of this for the field as a whole. It reflects on how things could be improved in the future. It argues for a clearer focus on a practitioner‐led approach to research and advocacy, in particular one led by the notion of ‘policy as practice’ rather than continuing with the current approach and its intrinsic failings.

中文翻译：

---

2010–2020年英国音乐教育的政策和实践

自《国家音乐教育计划》出台以来，英格兰的音乐教育发生了重大变化。虽然一些庆祝活动的名人报告说获得更多的参与和参与，但许多老师和其他一些人仍然对学校和音乐教育中心提供的音乐教育的质量存在合理的担忧。人们担心，音乐教育的提供在全国范围内是不连贯和零散的。许多人认为，获得高质量音乐教育的机会已成为“邮政编码彩票”。从某种意义上说，由于课程改革，音乐教育的分散化以及音乐教育中心和其他机构采取的方法的多样性大大增强了这种不连贯性。本文旨在回顾过去十年来英国音乐教育的政策和实践。它借鉴了各种来源的最新研究成果，并特别关注政府政策及其对整个领域的影响。它反映了将来如何改进。它主张将重点更加明确地放在实践者主导的研究和倡导方法上，尤其是以“作为实践的政策”概念为主导的方法，而不是继续采用当前的方法及其内在的失败。