A critical analysis of the rationales underpinning the introduction of Ireland’s Framework for Junior Cycle

Abstract

The new Framework for Junior Cycle (DES. 2012. A Framework for Junior Cycle. Dublin: Stationery Office) in Ireland aimed to introduce short courses and develop key skills but the proposed phasing out of the Junior Certificate examinations resulted in widespread controversy. Drawing on policy documents and related research, this paper takes a critical realist approach, using Robertson and Dale’s (2015. “Towards a ‘Critical Cultural Political Economy’ Account of the Globalising of Education.” Globalisation, Societies and Education 13 (1): 149–170) Critical Cultural Political Economy of Education theoretical framework, to critically analyse the three stated rationales underpinning the reform: research, consultations and Ireland’s PISA scores. A further fourth rationale is then put forward: Ireland’s financial collapse in 2008 and the resulting concentration on a neo-liberal discourse of ‘efficiency’ and ‘competitiveness’ stemming from wider global education policy. The paper poses the critical question: was improving students’ learning experience the real driver behind the reform or was the removal of the state exams more about reducing costs than augmenting learning outcomes? The paper concludes that education policy cannot be separated from other public policy as both have become increasingly entwined with overarching neo-liberal objectives. It argues the ‘not-so-stated’ rationale of the financial collapse played an important role in the formulation of the Junior Cycle reforms and will continue to impact educational policy in Ireland.

Keywords:

• Junior Cycle
• neo-liberalism
• education policy
• PISA
• curriculum

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes on contributor

Liam Printer is currently completing a Doctorate in Education at The University of Bath, UK. He has taught in a variety of educational settings in Ireland, Switzerland, Canada and New Zealand for over 11 years. He has presented at the ECIS Multilingual Learning in International Education Conference in London, the FEILTE Irish National Teaching Council Conference in Dublin, The Dynamic Language Learning Conference in Ermelo and The Alliance for International Education conference in Amsterdam. He has also worked as an educational consultant for a group of secondary schools in Finland as well as many international schools in Europe. His principal research interests are around education policy, foreign language teaching and learning, language acquisition and feedback.

Notes

1 TUI – Teachers Union of Ireland; ASTI – Association of Secondary Teachers of Ireland; INTO – Irish National Teachers Organisation.