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date: 29 February 2020

Abstract and Keywords

This treatise on music education assessment policy in Africa preludes typical, African instructive allegory that primes sober contemplation of portentous issues. It thereafter probes: the epistemological forte of humanism that will drive and percolate Africa-sensed assessment policy indicators; the utility conceptualizations and interactive imperatives of Africa-sensed musical arts science that should mark classroom education; integrity of indigenous policy heritage in enduring humane societal systems; factors deterring Africa’s bureaucratic elite from legislating cultural paradigms of human-focused music curriculum and assessment policies. Viability of an Africa-generic theory-in-practice premise in methodological and assessment designs will be clarified. Derived pointers will affirm that essential knowledge of a subject field should propel its proactive assessment policy. Current extrinsic dispositions toward culture-sensed music education policies in African countries will be sampled to argue assessment policies that should advance core humanning and societal-management roles of African musical arts heritage central to containing widespread techno-human mindedness and adversities.

Keywords: Africa-sensed, human-focused, proactive policy, interactive, theory-in-practice, musical arts science, techno-human

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