From Traditional Practice to Professional Training: Vietnamese Instruments in Higher Education

Abstract

Background : Higher education training in Vietnamese instruments must safeguard community-embedded performance knowledge while responding to new professional demands. Objective: This study identifies the tensions arising in the transition from traditional practice to professional training and proposes a curriculum framework for Vietnam. Methods: Qualitative document analysis was combined with an integrative review. The corpus comprised 50 policy documents, official sources, and academic publications on higher music education, cultural sustainability, and professional capability. The data were thematically coded and compared across source groups. Results: Four tensions were identified: oral-embodied transmission and academic standardisation; single-instrument mastery and multi-role capability; repertoire preservation and adaptive creativity; and master-apprentice authority and learner agency. The proposed TCMK framework comprises Living Tradition, Professional Performance Standards, Expanded Capability, and Ecosystem Connection. Conclusion: Professionalisation should not replace traditional practice with a uniform conservatoire model. Programmes need to ensure dual accountability: critically informed fidelity to heritage and preparation for students' sustainable participation in professional life.