Dear Secretary of State,

Modernising Music Education and Building the Next Generation of UK Music Talent

I am writing on behalf of the Night Time Industries Association (NTIA) to ask the Government to consider how music is positioned and delivered as a subject within secondary education, and in particular how the curriculum can better reflect the extraordinary development of music production, technology and electronic music.

There is an increasing inconsistency between the way music is taught in many secondary schools and the way music is now created, performed, produced and experienced by young people.

Across secondary education, subjects have evolved to reflect changes in technology, industry and employment. Yet music education has not consistently undergone the same evolution. Traditional musicianship remains enormously important, but it now represents only part of a much broader creative landscape.

Music production has transformed fundamentally over the last two decades. Digital production, electronic music, DJing, sound engineering, songwriting, recording and music technology are now central parts of the modern music industry. They also provide accessible and highly relevant entry points through which young people can discover creativity, technical skills and potential careers.

New nationally representative research commissioned by the NTIA and Obsurvant suggests that incorporating these disciplines could have a substantial impact on engagement with music in secondary schools.

The research found that 60% of respondents said school music lessons did not reflect the music they listened to outside the classroom, while 51% said they would have been more interested in studying music if Modern Music Production had been taught at school.

Importantly, 41% said they would have been more likely to pursue music qualifications if Electronic Music Production had been available, while 54% believe DJing and Music Production should be recognised as legitimate career pathways rather than simply hobbies.

These findings point to a considerable untapped opportunity.

We believe the broader development of music production within secondary education, with a particular focus on electronic and contemporary music, could drive a significant increase in interest and participation in music as a subject.

This should not be viewed as replacing traditional music education. It is about broadening what constitutes music education and ensuring that students can access different routes into the subject.

A young person composing with production software, programming electronic instruments, learning sound design, engineering a recording or developing a DJ performance is engaging with musicianship in a contemporary form. These activities require creativity, technical understanding, critical listening, collaboration and discipline, while introducing skills directly applicable to one of the UK’s most internationally recognised creative industries.

There is also a wider career opportunity.

Our research found that 45% of respondents believe the current curriculum fails to prepare young people for careers in today’s music industry. The sector encompasses far more than artists and performers. It depends upon producers, engineers, technicians, songwriters, programmers, designers, promoters, production professionals, entrepreneurs and an expanding range of digital and technology-focused roles.

The industry is ready to play its part in closing this gap.

We would therefore welcome the opportunity to work with Government, educators and relevant curriculum and qualification bodies to explore how contemporary music production can be developed more consistently within secondary education.

Alongside curriculum development, the music and night-time economy can help schools demonstrate where these skills can lead. Through stronger connections with industry, young people could gain greater exposure to practitioners, studios, venues, production environments, technology businesses and the breadth of careers that exist behind the music they experience every day.

There is an opportunity to create a genuine pathway from classroom engagement, to qualifications, to skills development, and ultimately into careers within the sector.

The UK already has the industry, cultural heritage, technology and professional expertise required to lead the world in contemporary music education. What is needed is a stronger connection between that ecosystem and what young people experience at school.

At a time when the Government is considering the future of arts and creative education, we believe this presents an opportunity to rethink how music operates as a secondary-school subject: retaining the strengths of traditional music education while embracing production, technology and electronic music as fundamental components of modern musicianship.

The evidence suggests that doing so could engage substantially more young people with music, strengthen participation in music qualifications and create clearer routes into employment across the UK’s music and creative industries.

We would welcome the opportunity to meet with you and your officials to discuss these findings and the potential for a more contemporary approach to music education. NTIA would also be pleased to convene representatives from across the music, electronic music, production, technology and night-time economy sectors to explore how industry can practically support schools, educators and Government in developing these pathways.

By bringing education and industry closer together, we have an opportunity not only to increase engagement with music in our secondary schools, but to inspire and equip the next generation of producers, artists, engineers, technicians and entrepreneurs who will sustain the UK’s position as a global music leader.

Yours sincerely,

Michael Kill
Chief Executive
Night Time Industries Association (NTIA)